Adolescents' Accounts of Growth Experiences in Youth Activities

Dworkin, Jodi; Larson, Reed; Hansen, David M.

doi:10.1023/a:1021076222321

Cited by 310 publications

(210 citation statements)

References 21 publications

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“…The program itself provided a safe arena for Tasha to exercise decision-making and control and demonstrate responsibility as a youth leader. This is in line with youth development research indicating the importance of program atmosphere as opposed to specific program activities (Roth and Brooks-Gunn 2003), and inclusion of developmental processes such as identity work and development of initiative including intrinsic motivation and concerted engagement (Dworkin et al 2003;Larson 2000). It is, therefore, critical for those in youth development to promote initiative and active engagement regardless of the specific activity or program setting.…”

Section: Youth Development Implicationssupporting

confidence: 79%

An Examination of Resilience Processes in Context: The Case of Tasha

Schilling

2007

Urban Rev

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This research examined resilience processes in context through a narrative case study of Tasha, a young African-American woman who grew up in a poverty-ridden area of a mid-sized city in the Southeast. Personal and external data are analyzed and interpreted in terms of contextually defined themes of adversity (i.e., intersectionality of social identities, lack of attachment to her primary caregiver, and teenage pregnancy); adaptation (i.e., high school graduation, career goalsetting, commitment to her children, and ''street'' competence); and, protective processes (i.e., individual attributes, natural mentors, and extended family support). The importance of external sources of support and Tasha as an active agent in her development is highlighted. Research and practical implications are discussed.

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Section: Youth Development Implicationssupporting

confidence: 79%

An Examination of Resilience Processes in Context: The Case of Tasha

Schilling

2007

Urban Rev

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“…The youths in the present study were actively stimulated to prepare and organize training sessions and side activities for young-er children (both during the intensive weeks and at the club). Furthermore, participants reported experiences that can be classified in the personal and interpersonal processes of development as described by Dworkin, Larson and Hansen (2003) for youth in general.…”

Section: Youths Developmental Experiencesmentioning

confidence: 99%

Socially Vulnerable Youth and Volunteering in Sports: Analyzing a Brussels Training Program for Young Soccer Coaches

Buelens

Theeboom

Vertonghen

et al. 2015

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A considerable number of young Europeans live or risk ending up in socially vulnerable situations. Different social channels (e.g., education, on the job training, leisure) exist through which youths can enhance their chances to improve their social position. There is a growing belief that sports in particular can help personal and social development of socially vulnerable youths. Nevertheless, there is little understanding of the mechanisms through which sports can foster development. In addition to participating in sports, volunteering in sports is also regarded as providing developmental opportunities for socially vulnerable youths. Today, however, there is an underrepresentation of socially vulnerable youths in volunteering and volunteer training programs. A case study in Brussels was set up within a volunteer soccer training program focused on socially vulnerable youths. A qualitative research design was used to analyze developmental experiences of participants (n = 11) and program organizers (n = 3). The study also aimed to gain more insight into the mechanisms underlying the program. Participating youths indicated development in both technical and key competences. It is concluded that a systematic approach of the volunteer training program can play an important role in the development of competences of socially vulnerable youths both as a volunteer and an individual.

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“…Proposed motives are sporadically reported in different study areas, such as on prosocial values (Yates and Youniss 1996;Penner and Finkelstein 1998), learning (Omoto and Snyder 2002), enhancement in job markets and educational endeavors (Andolina, Jenkins, Keeter, and Zukin 2002), psychological enhancement (Magen 1998;Carlo and Randall 2002), and peer socialization (Bales 1996;Dworkin et al 2003). The functional approach, with its overarching metaframework, can succinctly summarize major underlying motives among volunteers.…”

Section: Introductionmentioning

confidence: 99%