Integrating Youth into Community Development: Implications for Policy Planning and Program Evaluation

Abstract

As non-profits, volunteer groups, and nongovernmental organizations take on increasingly larger roles in contributing to local well-being, the active collaboration between youth and adults is vital to the long-term success of community development efforts. Similarly, as service activities become standardized components of high-school programs, youth are empowered to becoming long-term contributors to local development efforts. Through this process youth engage in shared citizenship, leading to greater investment in their communities. This research was based on the premise that youth, acting as central parts of the community development process, have the capacity to improve local well-being. It reflects input from 12 key informants and 418 youth who participated in a survey conducted on the development issues contributing to their involvement. The findings of this study provide insights into the factors most directly shaping youth attitudes and involvement in their communities, as well as presenting direct implications for applied use.

Adolescent well‐being and supporting contexts: A comparison of adolescents in Ireland and Florida

“…These areas have occupied particular interest among researchers and policy makers in terms of their contribution towards child and adolescent well-being (Bowes & Hayes, 2004;Barnett & Brennan, 2006;Brennan et al, 2007b;Brennan et al, 2007b;Ferguson, 2006;Jack, 2000;Jack & Jordan, 2001). In contrast to family social capital, community (exterior) social capital is defined through a person's or family's interactions and relationships with their surrounding community, including people and institutions such as school.…”

“…Other factors have been reported by youth as influencing their need for and willingness to be a part of a greater good through community involvement. These include: Feelings of efficacy (Sherrod, Flanagan, & Youniss, 2002), the need to be valued and taken seriously by others in the community (Barnett & Brennan, 2006;Flanagan & Van Horn, 2001), increasing their own self-esteem, and having a responsibility towards society by performing a public duty (Independent Sector, 2001). Recognition by the community at large is part of feeling valued (Scales & Leffert, 1999).…”

Self-Esteem and Feelings of Community Connectedness of At-Risk Adolescents Attending Community-Based Afterschool Programs

“…An adolescent's feeling of connectedness to peers, parents, neighborhood and local communities are important to the developmental process and are predictors of a youth's self-esteem and ultimate life satisfaction (Barnett, & Diehl, 2012). Youth may ultimately be empowered to become a critical component of the community development process and ultimately be engaged in the local policy planning, implementation, and evaluation as equal players (Barnett, & Brennan, 2006).…”

At-Risk Youth in After-School Programs: How Does Their Use of Media for Learning About Community Issues Relate to Their Perceptions of Community Connectedness, Community Involvement, and Community Support?

“…Bringing youth and adults together in the process of community-building defies the notion that youth need to be either protected or controlled. Many adults may find it difficult to accept youth as equal players in the community (Barnett, & Brennan, 2006). Likewise, youth who desire to be involved in their communities may feel a lack of guidance and encouragement from adults and thus powerless to effect real change (Otis, 2006).…”

“…Likewise, youth who desire to be involved in their communities may feel a lack of guidance and encouragement from adults and thus powerless to effect real change (Otis, 2006). However, the collective action of community members of all ages and backgrounds, where individuals are allowed to "participate in the creation, articulation, and implementation of efforts to support local change" creates a civic whole greater than the sum of its' parts (Barnett, & Brennan, 2006). Including youth in positive community activities contributes to the development of the community, as well as to the social and psychological development of these young people.…”