Strategies for fostering basic psychological needs support in high quality youth leadership programs

Bean, Corliss; Harlow, Meghan; Kendellen, Kelsey

doi:10.1016/j.evalprogplan.2016.12.003

Cited by 15 publications

(9 citation statements)

References 35 publications

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“…These evaluations should continue to aim to verify the TELI model and provide information for continued program improvement. For TELI, adjustments should be made to the evaluation methods to incorporate a mixed methods design with the opportunity to integrate both quantitative and qualitative data.Further, several previous studies reported skill development as a primary outcome of their youth leadership-development programs, corroborated as a finding within this study(Bean, Harlow, Kendellen, 2017; Kress, 2006; Reichard et al, 2011). Theresearchers recommend inquiry in youth-leadership development aimed further than skill development to examine long-term outcomes, including application and transferability of leadership growth.…”

supporting

confidence: 90%

Cultivatinginnovativeteen-Leadershipprogramming: Building Evidence of Impact

Bush¹,

Grove²,

Johnson³

et al. 2019

Journal of Leadership Education

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The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civicengagement experiences to teens. We integrated Chickering's Theory of Identity Development and the 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determine the overall effectiveness of the program, highlight areas for program improvement, and provide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significant gains in the four components of the model for cohorts one and two. Focus group data revealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative results substantiate program impact and areas for continued program development.

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supporting

confidence: 90%

Cultivatinginnovativeteen-Leadershipprogramming: Building Evidence of Impact

Bush¹,

Grove²,

Johnson³

et al. 2019

Journal of Leadership Education

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“…Estos resultados sugieren que la percepción de competencia de competencia puede ser una necesidad psicológica básica influyente en la percepción de barreras para la realización de AF (Samperio, Jiménez-Castuera, Lobato, Leyton, & Claver, 2016). Así, el apoyo de este antecedente social se muestra como una pieza clave en el diseño e implementación de programas de intervención que puedan favorecer el disfrute y mejorar los niveles de AFMV (Bean, Harlow, & Kendellen 2017).…”

Section: Discussionunclassified

Barreras percibidas para la práctica de actividad física en estudiantes universitarios. Diferencias por género y niveles de actividad física

et al. 2017

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La etapa universitaria supone un momento sensible respecto a la realización de práctica de actividad física (AF), especialmente en las mujeres. El objetivo principal de este estudio fue identificar la prevalencia de barreras de práctica de AF, y analizar las posibles diferencias en función del género y el cumplimiento de las recomendaciones de práctica de AF para adultos, establecidas por la Organización Mundial de la Salud (2010). Participaron 901 estudiantes universitarios (M = 22.59; DT = 3.59) que cumplimentaron el IPAQ-SF y la Escala de Percepción de Barreras. Entre los resultados destaca que las barreras relativas a la falta de tiempo obtuvieron los valores más altos entre la población universitaria. El MANOVA realizado mostró que los estudiantes que no cumplían las recomendaciones de práctica de AF percibían valores superiores en la mayoría de barreras de práctica de AF que aquellos estudiantes que sí cumplían las recomendaciones. De igual modo, las mujeres que cumplían las recomendaciones de AF presentaron valores superiores en todas las barreras analizadas, que los hombres que cumplían dichas recomendaciones. En esta misma línea, las mujeres que no cumplían las recomendaciones de AF presentaron valores superiores en las barreras referentes al tiempo y a la capacidad de disfrute que los hombres que no cumplían dichas recomendaciones. A raíz de la alta prevalencia de percepción de barreras, especialmente en las mujeres, se destaca la importancia de desarrollar programas de intervención y políticas que puedan suponer una mayor adherencia a la práctica de AF, asentando unos hábitos más activos en la población universitaria.

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“…These positive contributions align with Rhodes (2002Rhodes ( , 2005 model of youth mentoring as well as an autonomy-supportive leadership style (Mageau & Vallerand, 2003). An autonomy-supportive leadership style has been suggested to lead to numerous positive impacts on youths' psychosocial development, including the satisfaction of basic psychological needs and increases in self-determined motivation (Adie et al, 2012;Bean, Harlow, & Kendellen, 2017;DuBois et al, 2011;Ginis et al, 2013;Rhodes, 2005). Although this study's findings provide initial evidence that youth leaders are capable of using autonomy-supportive approaches, future research is needed to explore whether such an approach by youth leaders have similar or differential influences on the developmental outcomes of program participants.…”

Section: Discussionmentioning

confidence: 80%

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

Shaikh

Forneris

2018

Journal of Adolescence

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Introduction: This 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). Methods: A case study was conducted where 16 youth leaders (8 males, 8 females, M age = 13.37, SD = 1.36) and 15 program participants (8 males, 7 females, M age = 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. Results: Five 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. Conclusions: This study provides insight into the value that youth leaders can bring to youth programming.Positive youth development (PYD) programming focuses on helping youth enhance their well-being and fulfill their potential through the development of life skills (e.g., decision-making, communication, confidence;Danish, Forneris, Hodge, & Heke, 2004;Lerner et al., 2013;Spencer & Spencer, 2014). These programs often target at-risk youth who may face barriers (e.g., from families living on low-income, living in resource-poor neighbourhoods, lack of access to transportation) in accessing resources for their health and well-being 1 (Keating, Tomishima, Foster, & Alessandri, 2002). Such barriers can lead to negative outcomes like disengagement, poor academic performance, low rates of physical activity, drug and alcohol abuse, poor emotional well-being, and high rates of delinquency (

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Strategies for fostering basic psychological needs support in high quality youth leadership programs

Cited by 15 publications

References 35 publications

Cultivatinginnovativeteen-Leadershipprogramming: Building Evidence of Impact

Cultivatinginnovativeteen-Leadershipprogramming: Building Evidence of Impact

Barreras percibidas para la práctica de actividad física en estudiantes universitarios. Diferencias por género y niveles de actividad física

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

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