Summer Engagement for At-Risk Youth: Preliminary Outcomes from the New York State Workforce Development Study

The goal of engaging high-risk youth in pro-social activities is to reduce involvement in the criminal justice system and create experiences that increase the youth’s chance of success in education and employment in the future. However, the literature does not support this assumption. The current study looks at the Summer Youth Engagement Program in New York State (NYSYEP). NYSYEP attempts to engage youth in a variety of pro-social activities including employment; education programs; organized recreation programs; and, volunteer work or community service. The hypothesis for the study was that youth who were engaged in pro-social activities would be more likely to be rearrested than youth who were not engaged. The number of hours of youth engagement was found to reduce the odds of being rearrested, but by only 2 %.     

Twenty-first century learning after school: the case of Junior Achievement Worldwide

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.     

Adventure-based programming: exemplary youth development practice

Despite functioning on the periphery of academic scholarship, theory development, and rigorous science, the better adventure-based programs are functioning at the forefront of professional youth practices. This article links the core elements and processes of adventure programs to the literature on positive youth development and quality youth programming. Contemporary work on developmental systems theory, developmental cascades, and initiative are well aligned with the historical, philosophical, and pro-grammatic roots of adventure education. In addition, adventure programs afford some powerful experiences by way of distinct features such as isolation, dosage, different physical environments, holistic approaches, social experiences, and program novelty. This combination of features often provides a microcosm for youth to live, learn, experiment, and grow. Despite the strengths in prototypical adventure programs, they remain less accessible and are not easily delivered to many youth. Although there are clearly differences in adventure program and other youth activities, many of the qualities of adventure programs can be included in a broader and more accessible spectrum of youth opportunities. This article thus explains the congruency between the literature on positive youth development and adventure programs and generalizes current tenets of adventure programs to the broader context of youth practice. It is time to recognize the important role that adventure programs play for many youth and fully embrace what these diverse and successful programs can teach the general field of positive youth development.     

Reducing inequality summer by summer: Lessons from an evaluation of the Boston Summer Youth Employment Program

Many U.S. cities have implemented Summer Youth Employment Programs (SYEPs) with the hope of improving long-term behavioral, academic, and economic outcomes among program participants, particularly inner-city, low-income, and non-white youth. While recent empirical studies show positive impacts for some outcomes, little is known about program mechanisms and the potential to reduce inequality across groups. Using an embedded randomized control trial, this study evaluates improvements in short-term outcomes for the Boston SYEP based on survey data collected for both treatment and control groups during the summers of 2015, 2016, and 2017. Participants reported increases in community engagement and social skills, job readiness skills, and college aspirations that were significantly different from the control group. In most cases, the largest gains were observed for non-white youth suggesting that the program may have the capacity to reduce inequality across groups. Our hope is that this article will serve as a resource for those seeking to understand how summer jobs programs work and for whom, and to use these findings to strengthen and target the SYEP intervention. We also provide practical lessons learned regarding the development and deployment of our survey instrument to both the treatment and control groups among the youth population.     

Three high school after-school initiatives: lessons learned

Alarmed by the large numbers of high school-age youth who are disengaged at school and leaving high school without a diploma or the important skills for the workplace, policymakers and youth advocates are beginning to see high school after-school as the new frontier in after-school programming. Although older youth represent a sizable percentage of American students, they garner only a small fraction of the federal, state, and local investments for after-school programs. This chapter reviews the insights and lessons learned from three after-school initiatives that have shown success in attracting high school students to their programs and engaging them in meaningful activities to support their success in school and transition to early adulthood: the After School Safety and Education for Teens, After School Matters, and the After-School Corporation. Emerging from these pioneering efforts are some promising practices and program models that can guide the development of future after-school programs, but not without the help of policymakers and funders, both public and private.     

The Promise of an Accumulation of Care: Disadvantaged African-American Youths’ Perspectives About What Makes an After School Program Meaningful

African-American youth growing up in dangerous, deprived homes and communities are at great risk of developing impaired relationship capabilities, which disadvantages them further in the workplace and in their personal lives. While after-school programs have well-documented positive effects, researchers have called for better understanding of improving youths’ engagement in services and their constructive relationship skills. Here, we report on a project using participatory action methods to engage poverty-level African-American youth in developing a leadership development program they would find most meaningful. Stand Up Help Out (SUHO) gave youth three layers of caregiving experience: receiving care from instructors, giving and receiving care from peers, and providing care through constructive community action initiatives and mentoring elementary school children. Findings were that: (1) participation and retention of youth in SUHO were considerably higher than national averages; (2) youth reported that SUHO made it possible for them to have better relationships as friends, romantic partners, and in academic settings, and they looked forward to being better parents, (3) youth developed positive peer relationships despite a context of mistrust and gang violence, (4) youth actively sought out relationships with caring adults and identified what was most meaningful in those relationships, and (5) youth deeply valued the opportunity to develop their ability to care for others.     

What Adolescents Learn in Organized Youth Activities: A Survey of Self‐Reported Developmental Experiences

This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community‐based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith‐based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.     

Effects of an Expressive Art Intervention with Urban Youth in Low-Income Neighborhoods

Various forms of expressive arts are known to have associations with positive academic, social, and behavioral outcomes in addition to offering important therapeutic benefits for children and adolescents. However, very limited knowledge has been developed regarding specific expressive arts interventions for promoting positive youth development and preventing problematic behaviors in youth from urban, low socioeconomic neighborhoods. Therefore, the purpose of the current study was to expand the nascent research area in arts interventions by evaluating an expressive art intervention offered to youth through a positive youth development program located in several public housing neighborhoods. Quasi-experimental design was applied to test the impact of a poetry-focused art intervention on self-reported perceptions of academics, social competence, and multicultural attitudes of a culturally diverse sample of 40 urban sixth to eighth grade youth. Participants were recruited through a positive youth development program located in the public housing neighborhoods where they reside. Pre and post data were collected. Prior to the arts intervention, there were no statistically significant differences between the youth on self-report measures of academic capacity and social competence. The first group of youth who participated in the intervention reported enhanced capacity on all three measures when compared to peers who had not yet participated in the program. However, the second group of youth to receive the program showed no statistically significant gains when compared to their peers who received the intervention first. The study provides compelling support to further explore the efficacy of expressive arts on influencing attributes of positive youth development among urban adolescents. In addition, the study offers valuable insights into the process and complexities involved in developing agency partnerships and conducting research on after-school programs.     

Leisure, recreation, and play from a developmental context

Participation in activities and experiences defined as play, recreation,and leisure has important developmental implications for youth. Elements and characteristics of leisure experiences contribute directly to the development of identity, autonomy, competence,initiative, civic duty, and social connections. Whether in informal or formal, appropriately structured and organized programs,leisure experiences can help facilitate adolescent development in these areas. For example, one of the defining elements of leisure is that it is characterized by free choice and self-determination. Programs that promote leadership, choice, autonomy, and initiative can help adolescents deal with developmental challenges associated with this age group. Leisure experiences can also promote civic engagement and provide important peer-to-peer, peer to-adult, and peer-to-community connections. The social context of leisure is important to adolescent development in that it provides opportunities to learn empathy, loyalty, and intimacy in their group activities, as well as to negotiate with peers, resolve conflict,and work together for communal goals. In addition, adolescents often report positive emotional experiences in leisure, which can serve as a relief from the stress they feel in other areas of their lives and contribute to positive psychological adjustment and well-being. A case study is used to show how planned, purposive programs can be used as critical components of efforts to contribute to adolescent development.     

The ABCs of engagement in out-of-school-time programs

The rapid growth of out-of-school time programs over the past five years has resulted in a dramatic increase in opportunities for young people. However, many programs have been ill defined, without appropriate attention to the developmental needs of children and adolescents and without the necessary elements in place to fully capture the interests and talents of youth. In this chapter, the author shows how constructs drawn from research in education can be applied to research and practice in the out-of-school-time arena, in an effort to learn how the field can more fully engage young people in activities and programs. With more and more research indicating positive connections between participation in safe, supportive, and challenging activity settings and healthy psychological and social adjustment, attempts to encourage engagement rather than casual participation are warranted. Researchers and practitioners need to be mindful that engagement results not just from showing up, but from the interplay of the affective, behavioral, and cognitive experiences of youth in these settings. Suggestions for designing growth-enhancing contexts that increase the likelihood of engagement are offered, as are suggestions for future research in this area.     

Puberty Education in a Global Context: Knowledge Gaps,Opportunities, and Implications for Policy

Youth programs and policies provide opportunities for institutions and societies to support healthy adolescent development. Puberty education programs are universally important, as they provide crucial knowledge and skills to help youth and their caregivers navigate the physical, emotional, and interpersonal changes of puberty with positive outcomes. However, few puberty programs have been rigorously evaluated, resulting in a lack of evidence‐based knowledge and practice in this area. This review examines the status of research on puberty education and related programs and draws on the broader intervention literature and recent research findings on adolescence to identify program features that might improve program effectiveness. Implications for policy are also discussed. The need for rigorous program evaluation is emphasized throughout.     

Promoting Empowerment Among LGBTQ Youth: A Social Justice Youth Development Approach

Lesbian, gay, bisexual, transgender and queer-identified (LGBTQ) youth are a population with a unique set of service needs. Existing research on effective service methods with LGBTQ youth is limited. Youth empowerment holds potential as an approach that can impact well-being among youth who face discrimination. The current study explores the relationship between the social justice youth development framework (Ginwright and James, New Directions Youth Dev 96:27–46, 2002) and youth empowerment in a sample of LGBTQ youth. Multiple regression analysis of data collected through a community-based youth program identified critical consciousness and community engagement as significant predictors of empowerment. Findings suggest that programs that promote these factors among LGBTQ youth using the social justice youth development framework may enhance empowerment thereby increasing other aspects of well-being.     

Increasing College Access and Retention Rates of Youth in Foster Care: An Analysis of the Impact of 22 State Tuition Waiver Programs

Youth in foster care face educational disparities in terms of college access, retention, and graduation. To address this, 22 states have implemented tuition waiver programs targeting current and former foster youth. A comparative analysis was conducted of all 22 programs implemented since 2014. Similarities include student eligibility based on youth’s age upon foster care entry, university admission and time in care requirements. Differences include type of expenses covered, time limits on use, program oversight, and funding availability. No differences were found based on political party control, gubernatorial power, and state population composition. Recommendations for policy and practice reform are offered.     

Therapeutic Engagement of Adolescents with Emotional and Behavioral Disorders

Youth engagement is increasingly recognized as a preferred approach and often necessary step in the treatment of emotional and behavioral disorders. The purpose of this study was to explore the degree and quality of youth engagement in the therapeutic process, compare engagement scores between youth accessing residential and day treatment, and explore the association between engagement and interpersonal difficulties in a sample of youth with an emotional and/or behavior disorder in residential and day treatment programs based in Southern Ontario. Cross-sectional surveys of standardized measures were administered to youth and a separate survey to their Prime Workers. Relevant constructs included client engagement (as rated by youth and Prime Workers), and youth-rated behavioral screen, interpersonal problems and family functioning. Both Prime Workers and youth rated youth as moderately high in their level of engagement in therapy. Furthermore, Prime Worker and youth ratings did not significantly differ statistically, suggesting that youth may have actually engaged at a moderate level. Interpersonal problems were shown to be negatively associated with youth engagement, and family functioning approached significance for only youth in residential treatment. Assessing youth engagement during the treatment process as an intervention technique may highlight areas where greater clinical efforts are needed. Future considerations include testing methods of sharing and discussing results of an engagement measure within the context of a one-on-one clinical encounter with youth.     

Longer term impacts of pre-employment services on the earnings of disadvantaged youth

This article presents the results of long-term follow-up evaluations of two youth pre-employment programs—70,001 Ltd. and Jobs for Youth. Participant outcomes for these programs were analyzed using data from two follow-up waves. Participants in 70,001, still showing gains over comparisons in the second follow-up wave, were surveyed in a third wave—covering a period that ranged from 24 to 40 months from intake into the program. The results indicated that participants demonstrated initial earnings gains from these pre-employment programs, but that over time these initial positive effects decayed as comparisons caught up with participants.     

Engaging Youth in Municipal Government: Moving Toward a Youth-Centric Practice

Youth councils are one mechanism to engage youth in community governance; yet, there is scant research to guide practice. This study examined the extent to which youth are engaged in the origin, structure, and activities of municipal youth councils. Interviews were conducted with 24 adult stakeholders involved in the operations of youth councils. Data were analyzed using thematic analysis. Results demonstrated that youth-centric practice builds upon theoretical frames of positive youth development, social justice, and civic engagement. Youth-centric practice consists of youth representation, leadership, initiative, and decision-making. Results can assist practitioners and policy makers in engaging youth in municipal government.     

Twenty-first century skills for students: hands-on learning after school builds school and life success

At the core of the movement for twenty-first century skills are students. The growing efforts to increase programs leveraging out-of-school time are focused on giving American youth everything they need to compete in this increasingly complex world. The author is one of many students who have been well served by initiatives imparting twenty-first century skills during after-school hours. Now a senior at Boston Latin School, the author has been helped along the way by Citizen Schools, an after-school education program focused on hands-on learning apprenticeships and homework help. While enrolled in the program as a middle school student, the author took part in projects that exemplified hands-on, inquiry-based learning that helped her develop twenty-first century skills. For example, along with dozens of other students, she advanced her data analysis skills by analyzing statistics about Boston Public high schools, which also helped her select and enroll in one of the city's premier exam schools. Also, she and her peers worked with corporate attorneys who served as writing coaches and whose expertise the author drew from in producing a published essay and greatly improving her writing skills. The author now finds that the public speaking, leadership, organizational, social, and management abilities she built through her participation in Citizen Schools are a great asset to her in high school. The confidence with which she tackles her responsibilities can also be traced back to her experiences in the program. As she looks toward college, the author reflects and realizes that being actively involved in a quality after-school program put her on track for a successful future.     

Experiences With Parents and Youth Physical Health Symptoms and Cortisol: A Daily Diary Investigation

Using daily diary data, this study examined the associations between positive and negative parent–youth experiences and youth cortisol and physical health symptoms among a sample of adolescents (N = 132, mean age = 13.39). On days when girls reported more negative experiences than usual, they exhibited more physical health symptoms and flatter evening cortisol slopes than usual. Negative experiences with mothers were associated with higher dinner and bedtime youth cortisol levels (between‐person). Daily positive experiences with fathers were linked with lower dinner cortisol levels. Youth with high levels of negative experiences, on average, were less sensitive to daily variation in negative experiences than youth who experienced lower parental negativity. We discuss the benefits of a daily diary approach.     

Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs

Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12–19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) confidence in leaders' guidance in program activities, (2) motivation in the program, (3) use of leaders for mentoring, (4) use of leaders as a model of a well‐functioning relationship, and (5) experience of program cohesiveness. Across benefits, trust allowed youth to draw on leaders' expertise, opened them to new experiences, and helped increase youth's agency.