Rules of Disengagement: Negative Relationships and Interactions Between Adults and Youth

Buehler, Kathleen; Sánchez, Bernadette; Vaclavik, Danielle; Rodriguez, Elsa; Gray, Tenè

doi:10.1177/0044118x18793157

Cited by 8 publications

(6 citation statements)

References 22 publications

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“…Interpersonal relationships with teachers and peers are based on formal respect and some kind of mutual indifference. As Buehler and colleagues (2018) observe in a recent study, the disconnection in adult–youth relationship affects self-esteem, motivation, and (in this case) educational interest of adolescents. These attributes could undermine the generation of strong ties with the school, but it does not mean, however, the absence of any sense of school belonging.…”

Section: Resultsmentioning

confidence: 60%

“…“We do not even see their interest in teaching or their interest in our learning” (B-01, Focus Group, Escuela Oriente , Edu 15). Youth are particularly sensitive to these behaviors from adults, and they have a significant effect on their interactions and connections with them (Buehler, Sánchez, Vaclavik, Rodríguez, & Gray, 2018). In both schools, students complaint that even if some teachers do explain well or solve their doubts they do so in an unfriendly manner, perceiving them either as lacking patience or being authoritarian.…”

Section: Constructing School Belonging In Disadvantaged Contextsmentioning

confidence: 99%

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Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

2019

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School belonging is a topic of growing interest given its connection with school dropout, academic achievement, students’ behavior, and adolescent well-being. Until recently, most of this literature came from Anglo-Saxon contexts, mainstream schools, and quantitative analysis. As a result, there is still a research gap on this issue in different cultural contexts, social classes, and minority groups. This article makes a contribution exploring school belonging among adolescents from disadvantaged backgrounds, in an emerging economy (Mexico), and using a qualitative methodology that prioritize meanings and experiences of individuals. Focusing on three dimensions (stigmatization processes, school climate, and social relations with teacher and peers), we capture how the engagement of adolescents with their schooling process is shaped by institutional as well as sociocultural aspects. The study provides significant implications for a continuous professional development of high schools in disadvantaged contexts regarding student involvement, teacher support, and social recognition.

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Section: Resultsmentioning

confidence: 60%

Section: Constructing School Belonging In Disadvantaged Contextsmentioning

confidence: 99%

Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

2019

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“…Youth perceived that the staff liked their jobs and were happy to be there and explained that the energy they brought each week was infectious. Unengaging communication styles have been shown as a key adult characteristic that leads to negative interactions with nonparental youth (Buehler et al, 2020). Some youth explained that while they themselves were not always thrilled to wake up early each Saturday morning, but the staffs’ positive energy always put them in a good mood and set the tone for a positive environment.…”

Section: Resultsmentioning

confidence: 99%

Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study

Mroczkowski

Price

Harris

et al. 2021

Journal of Adolescent Research

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Supportive community contexts are critical to positive youth development. Out-of-school time (OST) programs serve as supportive community contexts, and participation in OST programs is associated with a host of positive outcomes for youth. Cultural centers, such as museums, have been identified as potentially supportive community contexts for youth. Still, museums have been mostly absent in the broader research discussion of the role of community-based OST programs in promoting positive youth development. The current article presents a qualitative, single-case study of 37 youth between the ages of 13 and 18, the majority of whom identified with racial/ethnic identity groups traditionally underrepresented in OST program participation, in which we examined youths’ perspectives of the features of a museum-based, science-focused, youth development program that they found to be particularly supportive. Five themes emerged, including (a) the program structure, (b) meaningful opportunities and experiences offered by the program, (c) relationships with staff, (d) a positive peer culture, and (e) sense of belonging. The results provide detailed insight into how cultural centers, such as museums, can serve as supportive community contexts for youth development.

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“…As a result, we argue that ensuring youth have opportunities to build relationships with caring adult figures is critical to successful PYD programming and also to the development of leadership skills. These practices are especially important given the detrimental impacts of negative interactions (Albright & Ferrari, 2010;Buehler et al, 2020;Dworkin & Larson, 2007).…”

Section: Discussionmentioning

confidence: 99%

A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

Bates

Anderson-Butcher

Ferrari

et al. 2020

JYD

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A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood.

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Rules of Disengagement: Negative Relationships and Interactions Between Adults and Youth

Cited by 8 publications

References 22 publications

Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study

A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

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