subject:(Youth Development)

Texas A&M University

1. Bading, Charla. Determining the Quality of Youth-Adult Relationships within Extension Programs.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598

► The purpose of this study was to examine the perceptions and experiences of youth and adults engaged in youth-adult relationships involved in the Texas AgriLife… (more)

Subjects/Keywords: Youth Development; Youth-Adult Partnerships

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APA (6^th Edition):

Bading, C. (2012). Determining the Quality of Youth-Adult Relationships within Extension Programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bading, Charla. “Determining the Quality of Youth-Adult Relationships within Extension Programs.” 2012. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bading, Charla. “Determining the Quality of Youth-Adult Relationships within Extension Programs.” 2012. Web. 20 Feb 2020.

Vancouver:

Bading C. Determining the Quality of Youth-Adult Relationships within Extension Programs. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bading C. Determining the Quality of Youth-Adult Relationships within Extension Programs. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

2. Lavini, Amy. A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand.

Degree: 2011, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1951

► Collaboration is an increasingly popular approach to addressing the multi-faceted needs of youth-at-risk both within academic literature and government policy in New Zealand. Due to… (more)

Subjects/Keywords: Youth voice; Collaboration; Youth development

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APA (6^th Edition):

Lavini, A. (2011). A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1951

Chicago Manual of Style (16^th Edition):

Lavini, Amy. “A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand.” 2011. Masters Thesis, Victoria University of Wellington. Accessed February 20, 2020. http://hdl.handle.net/10063/1951.

MLA Handbook (7^th Edition):

Lavini, Amy. “A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand.” 2011. Web. 20 Feb 2020.

Vancouver:

Lavini A. A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10063/1951.

Council of Science Editors:

Lavini A. A Youth Perspective: Collaboration for Youth Development within Aotearoa New Zealand. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1951

University of Zambia

3. Tambulukani, Anthony. AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT .

Degree: 2018, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5908

► After gaining independence in 1964, Zambia had taken charge of its affairs and this called for a new leadership to take over. This transition for… (more)

▼ After gaining independence in 1964, Zambia had taken charge of its affairs and this called for a new leadership to take over. This transition for most African countries including Zambia came with a set of challenges among leaders like corruption, bureaucracy, incompetence and lack of expertise. Coupled with this are high expectations from the public directed at government institutions, which need to respond to the basic needs of citizens, and private business institutions, which need to create and sustain economic activity in an often uncertain environment. These transitional challenges call for outstanding leadership in both the public and private institutions. However, one can make a justified and evidence-based argument that the state of leadership in Zambia, particularly in the public sector, is not living up to these expectations. A number of interventions by the government have been attempted, including the incorporation of the education sector. The interventions include the creation of the Ministry of Youth, Sports and Child Development, the formulation of the “Educating our Future” policy document, and periodic revisions of the school curriculum. The effectiveness of these interventions has not been satisfactory and they do not include the intentional development of emerging Zambian leaders. The goal of this research was to conduct an exploratory analysis of this Zambian youth leadership development practice at upper secondary level in public schools based on an analysis of two case studies. A qualitative approach was adopted and the two case studies were Olympia Secondary school and Northmead Secondary school. From the findings of the study, it seemed that school activities which require participation from pupils had a significant influence in building leadership skills compared to the theoretical learning which happens in the classroom. The study also established that the curriculum is cross-cutting and does not have a focus on leadership development, it has a life skills framework, and this makes it inadequate in effectively facilitating youth leadership development (YLD), though it does so indirectly. The main barriers to YLD are; the lack of willingness from pupils to develop their leadership skills; the school environment does not facilitate effective leadership training; and the school teachers, instructors and society themselves lack the appreciation for leadership development and the training to develop leadership skills in pupils. I further established that the model for YLD in Zambian public schools appears to be a mixture or combination of the models discussed in this study. The models looked at in this study are the conceptual model which focused on formal teaching of leadership; Leadership identity development model with a relational and ethical process of people attempting positive change; Heifetz’s adaptive leadership model; and the social change model. The study concludes that more specific investments and intervention with a focus on leadership development in…

Subjects/Keywords: Youth – Leadership; Youth development

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APA (6^th Edition):

Tambulukani, A. (2018). AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tambulukani, Anthony. “AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT .” 2018. Thesis, University of Zambia. Accessed February 20, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tambulukani, Anthony. “AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT .” 2018. Web. 20 Feb 2020.

Vancouver:

Tambulukani A. AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT . [Internet] [Thesis]. University of Zambia; 2018. [cited 2020 Feb 20]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tambulukani A. AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT . [Thesis]. University of Zambia; 2018. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queens University

4. Coakley, Colleen. Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character .

Degree: Kinesiology and Health Studies, 2011, Queens University

URL: http://hdl.handle.net/1974/6586

► The 5Cs (competence, confidence, connection, character and caring/compassion) have been proposed as important constructs that describe the presence of positive youth development (PYD; Lerner et… (more)

▼ The 5Cs (competence, confidence, connection, character and caring/compassion) have been proposed as important constructs that describe the presence of positive youth development (PYD; Lerner et al., 2005). While the 5Cs are intuitively appealing, a recent study failed to provide support for the framework of the 5Cs within a sample of youth sport participants (Jones, Dunn, Holt, Sullivan, & Bloom, in press). Rather than abandoning the framework of the Cs in the youth sport setting, this finding highlights the importance of developing a sport-specific framework. In applying the 5Cs to sport, Côté, Bruner, Erickson, Strachan, and Fraser-Thomas (2010) found that competence, confidence, and connection were well represented in the sport literature, but that caring/compassion were embedded within the character literature. As a result, they collapsed the 5Cs into a 4Cs framework, which has been used in the current study. The purpose of the current study was to garner an understanding of what each of the 4Cs mean to a group of youth sport participants in the sport context. To this end, 10 single-sex focus groups were conducted with 49 youth sport participants (24 boys, 25 girls), 9 to 13 years old (M=10.8 years). The participants were involved in a variety of sports, with soccer, hockey, baseball/softball, and lacrosse being the most common. Data analyses revealed the types of information that participants use to form their perceptions of the 4Cs, along with the sources from which this information is obtained. Participants indicated that they used information from coaches, parents, peers, self-perceptions, and the sport context in creating their understanding of the 4Cs. Participants referred to obtaining information from peers regarding all 4Cs. Conversely, coaches were referenced regarding competence, confidence, and connection, but not character. Parents were not referenced by the participants in their understanding of connection or character in the sport setting. Notable findings also include the strong emphasis participants placed on their level of effort in determining their competence and confidence. Overall, results highlight the importance of providing young athletes opportunities to experience success and interact with peers in a fun and inclusive sport environment.

Subjects/Keywords: Positive Youth Development; Youth Sport

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APA (6^th Edition):

Coakley, C. (2011). Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coakley, Colleen. “Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character .” 2011. Thesis, Queens University. Accessed February 20, 2020. http://hdl.handle.net/1974/6586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coakley, Colleen. “Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character .” 2011. Web. 20 Feb 2020.

Vancouver:

Coakley C. Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1974/6586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coakley C. Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

5. Meadows, Farah Melissa. No student leader left behind: developing student leadership programs for marginalized students in secondary schools.

Degree: EdD, Education (Leadership), 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

► The purpose of this study was twofold. First, it sought to add to the body of research and literature on youth leadership development in secondary… (more)

Subjects/Keywords: leadership; youth development; youth leadership development

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APA (6^th Edition):

Meadows, F. M. (2012). No student leader left behind: developing student leadership programs for marginalized students in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

Chicago Manual of Style (16^th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed February 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

MLA Handbook (7^th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Web. 20 Feb 2020.

Vancouver:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Feb 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

Council of Science Editors:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

Oregon State University

6. White, David J. (David Joseph). The effect of youth participatory evaluation and youth community action training on positive youth development.

Degree: PhD, Education, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13732

► The bi-directional relationships within the personal and contextual environments of adolescents are critical to the development of adolescents and their transition into adulthood. Opportunities for… (more)

▼ The bi-directional relationships within the personal and contextual environments of adolescents are critical to the development of adolescents and their transition into adulthood. Opportunities for youth to participate in and provide leadership in meaningful programs, gain life skills, and interact with adults in sustained relationships are key features leading to positive youth development(PYD). Youth engagement in research and evaluation is described as an engaging pathway to PYD. The purpose of this study was to measure changes in levels of PYD through adolescent participation in youth participatory evaluation and youth community action training (YPE/YCAT). Seventy-four conveniently sampled senior 4-H members from eight Oregon County 4-H programs participated in a longitudinal study over the course of six months. Each county was represented by a treatment and comparison group. County teams in the treatment group were trained in youth participatory evaluation and youth community action (YPE/YCA). The county teams within the treatment group were expected to return to their respective counties and conduct youth participatory evaluation (YPE) projects using community issues forums. Significantly and consistently higher levels of the PYD indicators of competence, confidence, connection, character, caring, and contribution (six Cs) were predicted for the treatment group participating in YPE/YCAT relative to the comparison group not participating in YPE/YCAT. A multi-dimensional survey comprised of the Generalized Self- Efficacy Scale(competence), the Rosenberg Self-Esteem Scale (confidence), and Connection, Character, Caring and Contribution Scales was emailed monthly over the course of six months, via Survey Monkey, to the 74 subjects in the eight counties. Twenty-three subjects (31%) completed the survey at all six time points: 14 subjects in the treatment group and nine in the comparison group. Given the small sample size, age, gender, and ethnicity were not considered in the analysis. The nonparametric Mann-Whitney U and Wilcoxon Signed Rank Tests were used to analyze the data. The dependent variables included competence, confidence, connection, character, caring, and contribution as indicators of PYD. The independent variable consisted of YPE/YCAT administered to the treatment group. The one-tailed Mann-Whitney U Test found no significant and consistent differences (p > .05) in mean scores between the treatment and comparison groups relative to the six Cs following the training of the treatment group in YPE/YCA. The one-tailed Wilcoxon Signed Rank Test found no significant and consistent differences (p > .05) in scores within the treatment group relative to the six Cs following the training of subjects in YPE/YCA. The treatment group's participation in YPE/YCAT did not significantly and consistently affect the levels of competence, confidence, connection, character, caring, and contribution as indicators of PYD. Advisors/Committee Members: Dalton, Michael (advisor), Ward, Chris (committee member).

Subjects/Keywords: Positive Youth Development; Youth in development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

White, D. J. (. J. (2009). The effect of youth participatory evaluation and youth community action training on positive youth development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13732

Chicago Manual of Style (16^th Edition):

White, David J (David Joseph). “The effect of youth participatory evaluation and youth community action training on positive youth development.” 2009. Doctoral Dissertation, Oregon State University. Accessed February 20, 2020. http://hdl.handle.net/1957/13732.

MLA Handbook (7^th Edition):

White, David J (David Joseph). “The effect of youth participatory evaluation and youth community action training on positive youth development.” 2009. Web. 20 Feb 2020.

Vancouver:

White DJ(J. The effect of youth participatory evaluation and youth community action training on positive youth development. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1957/13732.

Council of Science Editors:

White DJ(J. The effect of youth participatory evaluation and youth community action training on positive youth development. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13732

Texas A&M University

7. Mcgucken, Anna Mae. Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152461

► This study examined the impact of selected Junior Master Gardeners (JMG) lessons on students? science knowledge gain, science attitudes, and life skill development. During summer… (more)

▼ This study examined the impact of selected Junior Master Gardeners (JMG) lessons on students? science knowledge gain, science attitudes, and life skill development. During summer 2013, sixth grade students (N = 84) and teachers (N = 11) from two rural schools in Guatemala participated in six weeks of JMG lessons. Students completed pre-and post- science knowledge tests, and pre-and post- science attitude and life skills surveys. Teachers completed surveys to evaluate their perceptions of JMG lessons and perceived impacts those lessons had on students? science learning and attitudes, and development of life skills. Results showed that students? science knowledge significantly increased as a result of their participation in JMG lessons. No change in attitude toward science was observed in the student data; however, data from teachers? surveys indicated that teachers perceived JMG lessons were important in stimulating students? desires to learn science and in increasing students? interests in science. No significant change in students? perceptions of life skills development was observed; data from teachers? surveys indicated they perceived JMG lessons were important in helping students develop life skills such as communications and leadership. The lack of significant change in students? science attitudes and life skills development may be attributed to low internal reliability scores for both scales. Many previous studies conducted in the U.S. indicate that participation in 4-H, JMG, and other agricultural education activities facilitates changes in attitudes toward science and life skill development. Future studies should address instrument reliability issues to improve research in this field or rely more heavily on teacher evaluation of JMG programs since research suggests that adults are better able to assess changes in attitudes and skills than youth. Overall, this study suggests that there is great potential for the use of JMG programs in developing countries. Because of their impact on science education, science attitude, and life skills development, JMG programs should be accepted as viable tools for international development projects working toward a stronger, more educated, and more capable youth population in developing countries. Both science knowledge and life skills development are closely tied with economic prosperity and successful livelihoods so by giving youth these skills, JMG is preparing them for a better future. Before incorporating JMG into development projects, more time should be invested in adapting JMG lessons and activities to a rural Guatemalan context to maximize learning and ease of adoption. Advisors/Committee Members: Wingenbach, Gary (advisor), Ripley, Jeff (committee member), Warren, Judy (committee member).

Subjects/Keywords: international youth development

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APA (6^th Edition):

Mcgucken, A. M. (2014). Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mcgucken, Anna Mae. “Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs.” 2014. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/152461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mcgucken, Anna Mae. “Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs.” 2014. Web. 20 Feb 2020.

Vancouver:

Mcgucken AM. Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/152461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mcgucken AM. Junior Master Gardener? Programs in Rural Guatemala: A Model for International Youth Development Programs. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

8. Njuki, Teresa W. The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/97759

► Youth entrepreneurship has a greater potential to aid the achievement of MDG goal no.8. According to Chigunta (2002), youth entrepreneurship in many countries faces numerous… (more)

▼ Youth entrepreneurship has a greater potential to aid the achievement of MDG goal no.8. According to Chigunta (2002), youth entrepreneurship in many countries faces numerous challenges. These include, poor access to finance, market, entrepreneurship education and business development services for the start-ups by young people in high-income and developing countries. This study sought to review the Performance of the Youth Enterprise Development and the Uwezo Funds in Mathira Sub County in Nyeri county. The target population was all youth groups who had benefitted from either of the Funds in Mathira Sub-County. Data was collected from 64 entrepreneurs using self–administered questionnaires, interview guide and direct observation, and they were analyzed descriptively using inferential statistics and presented using tables and figures. The results showed a strong positive correlation between performance and entrepreneurship training with correlation coefficient (0.762), and access to credit (0.650). There was weak positive correlation between performance after funding and the level of marketing facilitation with correlation coefficients (0.410), and business support services (0.437). The performance was therefore influenced by entrepreneurship training, access to credit, marketing facilitation and business support services. The study concluded that groups had shown quite some significant improvement in their businesses after funding and entrepreneurship training but there was a gap in the provision of business support services and marketing facilitation. This study recommends a need for monitoring and evaluation of the youth run entities to ensure the funds are used in the right way. Both YEDF and Uwezo Funds need to increase the amount advanced to the groups, introduce and increase the individual funding for YEDF, reduce the cumbersome procedures, introduce a youth business network for better marketing of their products and offer intensive business support services.

Subjects/Keywords: Youth Enterprise Development

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APA (6^th Edition):

Njuki, T. W. (2016). The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97759

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Njuki, Teresa W. “The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County .” 2016. Thesis, University of Nairobi. Accessed February 20, 2020. http://hdl.handle.net/11295/97759.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Njuki, Teresa W. “The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County .” 2016. Web. 20 Feb 2020.

Vancouver:

Njuki TW. The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11295/97759.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Njuki TW. The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97759

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

9. Mudenda, Ephat. Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka .

Degree: 2015, University of Zambia

URL: http://hdl.handle.net/123456789/3742

► This study is a review of youth rights information regarding its relationship to socio-economic development. In order to achieve the aim of the study, information… (more)

Subjects/Keywords: Youth in development

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APA (6^th Edition):

Mudenda, E. (2015). Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mudenda, Ephat. “Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka .” 2015. Thesis, University of Zambia. Accessed February 20, 2020. http://hdl.handle.net/123456789/3742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mudenda, Ephat. “Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka .” 2015. Web. 20 Feb 2020.

Vancouver:

Mudenda E. Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka . [Internet] [Thesis]. University of Zambia; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/123456789/3742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mudenda E. Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

10. Hatchimonji, Danielle Ryan, 1984-. Longitudinal modeling of student self-reported purpose in urban middle schools.

Degree: PhD, Psychology, 2019, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/61760/

►

Purpose is "a stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond… (more)

▼

Purpose is "a stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self" (p. 121, Damon, Menon, & Bronk, 2003). Purpose incorporates three dimensions: Intention toward purpose, Engagement in purpose, and the Beyond-the-self quality of purpose. Purpose is considered an essential developmental asset and galvanizing force for adolescents of all backgrounds, but most of the literature on adolescent purpose development has investigated the construct in majority White and middle to upper income settings. This study sought to address gaps in the purpose literature by quantitatively modeling purpose among students in the setting of largely low-socioeconomic status, predominately racial/ethnic minority, urban middle schools. Using a Developmental Systems Theory framework, the study investigated the ability of relevant contextual factors, including race, gender, "failing" school status, and mental health, to predict the initial status and change in purpose. Participants were middle school students (n = 2629) attending six low-resourced urban middle schools in the 2015-2016 and 2016-2017 school years. Hierarchical Linear Modeling was used to model purpose, and the three purpose dimensions, over time. Model building was guided by the procedures outlined by Singer and Willett (2003). Results were unexpected in that purpose was found to decline over the course of the study. While many of the hypothesized predictors were related to the initial status of purpose, few predictors were related to change in purpose over time. The overall pattern of purpose decline and the lack of significant predictors of purpose change held for the three purpose dimensions as well. Overall, the results of this study failed to provide clear answers to the research questions. Instead, results pointed to challenges with conceptual clarity and measurement of purpose, difficulty measuring purpose in middle school students, and the mismatch between Developmental Systems Theory and contemporary options for quantitative analysis. Understanding youth purpose development, particularly in the context of low-resourced urban schools, remains a critical priority. This study highlights the need to develop innovative procedures for statistically modeling the complex nature of youth development in context.

Advisors/Committee Members: Elias, Maurice J (chair), School of Graduate Studies.

Subjects/Keywords: Purpose; Youth development

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APA (6^th Edition):

Hatchimonji, Danielle Ryan, 1. (2019). Longitudinal modeling of student self-reported purpose in urban middle schools. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/61760/

Chicago Manual of Style (16^th Edition):

Hatchimonji, Danielle Ryan, 1984-. “Longitudinal modeling of student self-reported purpose in urban middle schools.” 2019. Doctoral Dissertation, Rutgers University. Accessed February 20, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/61760/.

MLA Handbook (7^th Edition):

Hatchimonji, Danielle Ryan, 1984-. “Longitudinal modeling of student self-reported purpose in urban middle schools.” 2019. Web. 20 Feb 2020.

Vancouver:

Hatchimonji, Danielle Ryan 1. Longitudinal modeling of student self-reported purpose in urban middle schools. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2020 Feb 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61760/.

Council of Science Editors:

Hatchimonji, Danielle Ryan 1. Longitudinal modeling of student self-reported purpose in urban middle schools. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61760/

University of Cape Town

11. Louw, Stefan. Enabling grassroots innovation by youth in Cape Town's townships.

Degree: Image, Energy Research Centre, 2016, University of Cape Town

URL: http://hdl.handle.net/11427/22862

► Grassroots innovation has been recognized as a valuable means to empower local communities to address developmental issues. Enabling youth in townships to solve local problems… (more)

▼ Grassroots innovation has been recognized as a valuable means to empower local communities to address developmental issues. Enabling youth in townships to solve local problems is of particular interest in South Africa due to the poor socioeconomic conditions in these areas. These conditions include high unemployment rates amongst youth, which leads to youth disenfranchisement. There is a lack of support for grassroots innovation because it falls outside of mainstream support structures for innovation. Standard market incentives are less relevant for this socially driven form of innovation. Innovation competitions are a potential alternate mechanism to incentivize grassroots innovation. However, the danger with external incentives is that they can crowd out intrinsic motivation through the overjustification effect. Intrinsic motivation is necessary to increase creativity, performance and long-term engagement in an activity. Therefore, this study seeks to understand what motivates youth to take part in grassroots innovation activities, and how to use an innovation competition to provide appropriate incentives for these motivations. A gamification framework is used to analyse these motivations and the effects of incentives. This is an empirical study that focuses on Innovate the Cape, a high school innovation competition in Cape Town. Furthermore, given that this form of innovation in this developmental context is poorly understood, the learning processes are analysed. An innovation systems approach is used to explore the motivations of the actors and analyse their interactions within this institutional context. A qualitative study was conducted with 18 semi-structured interviews and 9 focus groups. The analysis revealed that participants had a broad range of motivations beyond the competition prize, which was seen more as a means to an end. Dominant motivations included making a social impact, social influence, personal development and the desire to learn. By taking these motivations into account, competition incentives can be used as a means to empower participants through rich learning experiences. Diverse interpersonal interaction and experiential learning were found to be vital components of the learning process. These components are sorely lacking in the local school system. There is a lack of accessible and relevant formal institutional support for early stage grassroots innovation. Furthermore, informal institutional factors underpinned many of the findings on the motivations and learning processes of the participants. On a systems level, it was shown that facilitating innovative behaviour on the grassroots level resulted in institutional building. Advisors/Committee Members: Rennkamp, Britta (advisor).

Subjects/Keywords: Innovation; Youth Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Louw, S. (2016). Enabling grassroots innovation by youth in Cape Town's townships. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/22862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Louw, Stefan. “Enabling grassroots innovation by youth in Cape Town's townships.” 2016. Thesis, University of Cape Town. Accessed February 20, 2020. http://hdl.handle.net/11427/22862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Louw, Stefan. “Enabling grassroots innovation by youth in Cape Town's townships.” 2016. Web. 20 Feb 2020.

Vancouver:

Louw S. Enabling grassroots innovation by youth in Cape Town's townships. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11427/22862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Louw S. Enabling grassroots innovation by youth in Cape Town's townships. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/22862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Jiang, Xinfeng. Compative analysis of Chinese and German football youth training .

Degree: 2019, Theseus

URL: http://www.theseus.fi/handle/10024/267635

► Football has become the most popular sport in the world. China is a strong country in the Olympic Games with excellent competitiveness, but the development… (more)

Subjects/Keywords: youth; development; training

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APA (6^th Edition):

Jiang, X. (2019). Compative analysis of Chinese and German football youth training . (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/267635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jiang, Xinfeng. “Compative analysis of Chinese and German football youth training .” 2019. Thesis, Theseus. Accessed February 20, 2020. http://www.theseus.fi/handle/10024/267635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jiang, Xinfeng. “Compative analysis of Chinese and German football youth training .” 2019. Web. 20 Feb 2020.

Vancouver:

Jiang X. Compative analysis of Chinese and German football youth training . [Internet] [Thesis]. Theseus; 2019. [cited 2020 Feb 20]. Available from: http://www.theseus.fi/handle/10024/267635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jiang X. Compative analysis of Chinese and German football youth training . [Thesis]. Theseus; 2019. Available from: http://www.theseus.fi/handle/10024/267635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

13. Harrist, Christopher J. Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7536

► Researchers have found that 40 to 50 percent of youth's time can be classified as free or residual, which yields great opportunities for their participation… (more)

▼ Researchers have found that 40 to 50 percent of youth's time can be classified as free or residual, which yields great opportunities for their participation in leisure and recreation activities. When all structured voluntary activities available to youth are considered, the greatest amount of time is spent participating in youth sports. Organized sports participation has been associated with positive developmental outcomes (e.g., healthier lifestyle; increases in self-efficacy; enhanced academic achievement); however, not all experiences are positive. Research has found that the context of the activity contributes significantly to participation being associated with positive or negative outcomes. Understanding important contextual elements related to sports participation, particularly as viewed by key stakeholders (e.g., coaches and players), is important in developing quality experiences that promote beneficial growth. The purpose of this study was to explore the potential of youth basketball as a positive developmental context. More specifically, it examined: (1) the outcomes associated with participation as identified by coaches of youth sport select teams; (2) the methods used by coaches to promote positive development; (3) the perceptions of the players related to coaching intentions and behaviors; and (4) the fidelity with which coaches carry out their identified coaching methods in practices and games. Findings indicated that coaches and players were able to accurately identify desired goals and methodologies along three domains: (1) player improvement; (2) development of life skills; and (3) enjoying the playing experience. One outcome theme showing inconsistency across the respondent groups was the identification of enjoying the playing experience, which was not identified by the player group. This inconsistency, however, did not show up when the respondents were identifying methodological approaches. Further analysis of sub-themes indicated considerable variation between coach and player responses. In addition, data obtained through observation corroborated the major thematic findings; however, when discrepancies existed the data revealed closer association to player responses. Player's also offered insight regarding personal goals and positive developmental outcomes they attributed to participation. Observational data also confirmed a portion of coach and player identified methodologies, but new approaches were also discovered. Advisors/Committee Members: Witt, Peter A. (advisor), Ash, Michael (committee member), Scott, David (committee member), Outley, Corliss (committee member).

Subjects/Keywords: coaching; youth basketball; qualitative; youth voice; youth sports; youth coaches; adolescent development; youth athletics; youth development; positive youth development

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APA (6^th Edition):

Harrist, C. J. (2010). Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harrist, Christopher J. “Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context.” 2010. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harrist, Christopher J. “Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context.” 2010. Web. 20 Feb 2020.

Vancouver:

Harrist CJ. Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harrist CJ. Seeing the court: investigating outcomes, processes and perspectives in basketball as a positive youth development context. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Colorado State University

14. Cindrich, Cindy. Phenomena driving youth professional development initiatives in northeastern Colorado, The.

Degree: PhD, Education, 2017, Colorado State University

URL: http://hdl.handle.net/10217/183954

► The purpose of the study was to describe the phenomena driving youth professional development initiatives across 10 counties in northeastern Colorado by interpreting open-ended surveys… (more)

Subjects/Keywords: workforce development; professional development; youth

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APA (6^th Edition):

Cindrich, C. (2017). Phenomena driving youth professional development initiatives in northeastern Colorado, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183954

Chicago Manual of Style (16^th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Doctoral Dissertation, Colorado State University. Accessed February 20, 2020. http://hdl.handle.net/10217/183954.

MLA Handbook (7^th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Web. 20 Feb 2020.

Vancouver:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10217/183954.

Council of Science Editors:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183954

University of Guelph

15. Christie, Sarah. More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion .

Degree: 2012, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519

► This thesis explores the impacts of afterschool programs on youths’ feelings of inclusion and exclusion in small communities. A case study of the Fusion Youth… (more)

Subjects/Keywords: Youth; Afterschool Programs; Ingersoll; Youth Development; Youth Programs; Youth Learning; Inclusion; Exclusion; Positive Youth Development

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APA (6^th Edition):

Christie, S. (2012). More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Christie, Sarah. “More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion .” 2012. Thesis, University of Guelph. Accessed February 20, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Christie, Sarah. “More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion .” 2012. Web. 20 Feb 2020.

Vancouver:

Christie S. More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion . [Internet] [Thesis]. University of Guelph; 2012. [cited 2020 Feb 20]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christie S. More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion . [Thesis]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Utah

16. Ward, Peter J. Leadership characteristics that influence adolescents to follow.

Degree: PhD, Parks, Recreation & Tourism;, 2010, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704

► This study identified leader characteristics that may promote followership among adolescents. One hundred ninety-three 12- and 13- year-old males participating in Boy Scouts of America… (more)

Subjects/Keywords: Followership; Peer group; Youth development; Youth leadership

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APA (6^th Edition):

Ward, P. J. (2010). Leadership characteristics that influence adolescents to follow. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704

Chicago Manual of Style (16^th Edition):

Ward, Peter J. “Leadership characteristics that influence adolescents to follow.” 2010. Doctoral Dissertation, University of Utah. Accessed February 20, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704.

MLA Handbook (7^th Edition):

Ward, Peter J. “Leadership characteristics that influence adolescents to follow.” 2010. Web. 20 Feb 2020.

Vancouver:

Ward PJ. Leadership characteristics that influence adolescents to follow. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2020 Feb 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704.

Council of Science Editors:

Ward PJ. Leadership characteristics that influence adolescents to follow. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704

University of Tennessee – Knoxville

17. Alford, Alexandra. YOUTH CAN! IMPROVE THEIR COMMUNITIES.

Degree: MS, Nutrition, 2018, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_gradthes/5072

► This study examined the impact of a program with positive youth development combined with nutrition education and youth advocacy, Youth Can! Improve their Communities (n=7).… (more)

Subjects/Keywords: nutrition; positive youth development; youth advocacy

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APA (6^th Edition):

Alford, A. (2018). YOUTH CAN! IMPROVE THEIR COMMUNITIES. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5072

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alford, Alexandra. “YOUTH CAN! IMPROVE THEIR COMMUNITIES.” 2018. Thesis, University of Tennessee – Knoxville. Accessed February 20, 2020. https://trace.tennessee.edu/utk_gradthes/5072.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alford, Alexandra. “YOUTH CAN! IMPROVE THEIR COMMUNITIES.” 2018. Web. 20 Feb 2020.

Vancouver:

Alford A. YOUTH CAN! IMPROVE THEIR COMMUNITIES. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2020 Feb 20]. Available from: https://trace.tennessee.edu/utk_gradthes/5072.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alford A. YOUTH CAN! IMPROVE THEIR COMMUNITIES. [Thesis]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_gradthes/5072

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queens University

18. Erickson, Karl. Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts .

Degree: Kinesiology and Health Studies, 2013, Queens University

URL: http://hdl.handle.net/1974/8329

► According to the 2008 Statistics Canada report on the extracurricular activities of Canadian children and youth, approximate 76% of Canadians under the age of 17… (more)

▼ According to the 2008 Statistics Canada report on the extracurricular activities of Canadian children and youth, approximate 76% of Canadians under the age of 17 participate in sport. As such, sport represents a significant developmental experience in many young peoples’ lives. Whether this experience is positive or negative depends on a number of factors related to the specific context in which sport participation occurs. In particular, interpersonal interactions are known to be a significant influence on athlete development and may vary greatly across sport contexts. In youth sport, there are two primary contexts of participation: coach-driven organized sport and youth-driven informal sport play. The purpose of the present program of research was to examine the predominant interpersonal interactions occurring in organized sport and informal sport play contexts and their relationship to athlete development. Study 1 was methodological and presents the development and validation of an observational coding system designed to capture the motivational tone of youth sport coaches’ interactions with their athletes. Motivational tone represents a theoretically relevant but previously unexplored dimension of coaches’ interactive behaviour. Study 2 used the newly developed coding system from study 1 to examine the motivational tone of coach-athlete interactions in competitive youth volleyball, an organized sport context. Using a person-centred analysis approach, these coach-athlete interaction were then linked to athletes’ longitudinal development trajectories over the course of the competitive season. Results revealed significant differences in the coach-athlete interaction profiles of athletes on a negative developmental trajectory compared to athletes on a positive developmental trajectory. Study 3 was an exploratory observational examination of peer interactive behaviour in an informal sport play context. These interactive behaviours were examined with respect to athletes’ developmental outcomes. Results pointed to the social nature of participation in informal sport play contexts and the critical relationship between athlete competence and peer interaction tendencies. Overall, the results of the three studies comprising this program of research offered new information to further our understanding of interpersonal interactions and athlete development in different youth sport contexts but also identified several avenues requiring further research.

Subjects/Keywords: Youth Sport; Positive Youth Development; Sport Psychology

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APA (6^th Edition):

Erickson, K. (2013). Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erickson, Karl. “Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts .” 2013. Thesis, Queens University. Accessed February 20, 2020. http://hdl.handle.net/1974/8329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erickson, Karl. “Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts .” 2013. Web. 20 Feb 2020.

Vancouver:

Erickson K. Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts . [Internet] [Thesis]. Queens University; 2013. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1974/8329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erickson K. Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

19. Lundy, Saadiqa Zaakiya. Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society.

Degree: MEd, Applied Youth, Family, and Community Education, 2012, Penn State University

URL: https://etda.libraries.psu.edu/catalog/15225

► The purpose of this study was to understand how Partnership Foundation, a former non-profit based youth leadership development organization in South Africa, prepared South African… (more)

▼ The purpose of this study was to understand how Partnership Foundation, a former non-profit based youth leadership development organization in South Africa, prepared South African youth for leadership in a multiethnic society. I employed qualitative case study methodology to gain a detailed and in-depth understanding of this phenomenon. Two individual interviews and four focus groups were conducted to elicit youth participants’ views on leadership and how they were applying the leadership skills learned at Eduland in their schools, communities and in other aspects of their day to day lives. After analyzing field notes and ten interview transitions, I found three emerging themes, simulated group work as the foundation for leadership development, leading through selfless service, and specific challenges to leadership. Based on these themes four key things can be inferred about the program. First, Partnership Foundation prepared youth for leadership using a multiculturalist contextual leadership approach and facilitated the participant’s development of human capital and social capital. Second, focus group participants applied the leadership skills through their leadership positions at school and through organizing events in their communities. Third, youth marginalization prevented participants from fully exercising leadership skills learned at Eduland. Lastly, the contextual leadership approach used at Eduland had its strengths, but lacked the critical perspective needed to challenge the ideological, political and structural underpinnings which maintain the status quo. A new leadership framework steeped in critical multiculturalism philosophy which exposes the deeply rooted class and race-based structural inequalities in South Africa is needed. This study holds implications for various stakeholders, policy makers, community organizers, and anyone involved in the youth development and the youth leadership development field. The limitations and strengths of the study are also discussed.

Subjects/Keywords: youth leadership development; simulated leadership development; South African youth leadership development

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APA (6^th Edition):

Lundy, S. Z. (2012). Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lundy, Saadiqa Zaakiya. “Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society.” 2012. Thesis, Penn State University. Accessed February 20, 2020. https://etda.libraries.psu.edu/catalog/15225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lundy, Saadiqa Zaakiya. “Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society.” 2012. Web. 20 Feb 2020.

Vancouver:

Lundy SZ. Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Feb 20]. Available from: https://etda.libraries.psu.edu/catalog/15225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lundy SZ. Youth leadership development in South Africa: Examining Partnership Foundation’s process of preparing South African youth for leadership in a multiethnic society. [Thesis]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

20. Breen, Elizabeth. The Power of Recreational Reading: Youth Developing Through "The Giver".

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155314

► As youth development researchers and practitioners, it is important to understand various developmental elements that youth experience as well as the recreational activities that fuel… (more)

▼ As youth development researchers and practitioners, it is important to understand various developmental elements that youth experience as well as the recreational activities that fuel their growth and development. A growing problem among youth in the United States is aliteracy, those who are literate but choose not to participate in recreational reading. The growing popularity of dystopian novels being featured in the media, may affect the rate of recreational reading. Since the debut of The Hunger Games movie, dystopian movie production has flourished including the production of the Divergent series, The Maze Runner, and The Giver. The film adaptation and the book series, The Hunger Games by Suzanne Collins has become one of the largest grossing feature films and series. With this amount of media attention, youth are bound to have interest in what the dystopian genre entails. There is a lack of research on the developmental benefits of youth reading dystopian type novels. The purpose of this study was to investigate how recreational reading of dystopian novels, like The Giver, benefits the development of young adult readers. Using qualitative methods, the researcher conducted several focus groups with undergraduate aged participants. An interview guide was used to conduct the focus group discussion asking questions in affiliation with The Giver, the Six C?s of Positive Youth Development framework, and the Reader Response Theory. The results were obtained by coding the transcripts and discovering themes. The findings suggest that as youth develop, their experience with literature develops, resulting in increased levels of competence, confidence, character, connection, caring, and contribution. These results are valuable to share with youth and youth development practitioners in order to decrease aliteracy rates and share the power of recreational reading. Advisors/Committee Members: Kelly Pryor, Brandy N (advisor), Outley, Corliss W (committee member), Robinson, Elizabeth (committee member).

Subjects/Keywords: Recreational reading; Youth development

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APA (6^th Edition):

Breen, E. (2015). The Power of Recreational Reading: Youth Developing Through "The Giver". (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Breen, Elizabeth. “The Power of Recreational Reading: Youth Developing Through "The Giver".” 2015. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/155314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Breen, Elizabeth. “The Power of Recreational Reading: Youth Developing Through "The Giver".” 2015. Web. 20 Feb 2020.

Vancouver:

Breen E. The Power of Recreational Reading: Youth Developing Through "The Giver". [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/155314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Breen E. The Power of Recreational Reading: Youth Developing Through "The Giver". [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Loughborough University

21. Jones, Martin I. Positive youth development through sport : teaching life skills.

Degree: 2007, Loughborough University

URL: https://dspace.lboro.ac.uk/2134/8030 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492791

► This thesis aimed to develop an intervention to improve the life skills of British adolescent competitive sport participants, who are in full time education. Study… (more)

Subjects/Keywords: 372.86; Positive youth development, sport

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APA (6^th Edition):

Jones, M. I. (2007). Positive youth development through sport : teaching life skills. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/8030 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492791

Chicago Manual of Style (16^th Edition):

Jones, Martin I. “Positive youth development through sport : teaching life skills.” 2007. Doctoral Dissertation, Loughborough University. Accessed February 20, 2020. https://dspace.lboro.ac.uk/2134/8030 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492791.

MLA Handbook (7^th Edition):

Jones, Martin I. “Positive youth development through sport : teaching life skills.” 2007. Web. 20 Feb 2020.

Vancouver:

Jones MI. Positive youth development through sport : teaching life skills. [Internet] [Doctoral dissertation]. Loughborough University; 2007. [cited 2020 Feb 20]. Available from: https://dspace.lboro.ac.uk/2134/8030 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492791.

Council of Science Editors:

Jones MI. Positive youth development through sport : teaching life skills. [Doctoral Dissertation]. Loughborough University; 2007. Available from: https://dspace.lboro.ac.uk/2134/8030 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492791

University of Minnesota

22. Nikoi, Acacia. Constructing Empowerment Among Youth in Nairobi, Kenya.

Degree: PhD, Organizational Leadership, Policy, and Development, 2016, University of Minnesota

URL: http://hdl.handle.net/11299/182170

► This dissertation examines how youth empowerment is conceptualized and experienced by youth in Nairobi, Kenya. The study is based on a four-year longitudinal study of… (more)

Subjects/Keywords: Development; Empowerment; Kenya; Livelihoods; Youth

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APA (6^th Edition):

Nikoi, A. (2016). Constructing Empowerment Among Youth in Nairobi, Kenya. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182170

Chicago Manual of Style (16^th Edition):

Nikoi, Acacia. “Constructing Empowerment Among Youth in Nairobi, Kenya.” 2016. Doctoral Dissertation, University of Minnesota. Accessed February 20, 2020. http://hdl.handle.net/11299/182170.

MLA Handbook (7^th Edition):

Nikoi, Acacia. “Constructing Empowerment Among Youth in Nairobi, Kenya.” 2016. Web. 20 Feb 2020.

Vancouver:

Nikoi A. Constructing Empowerment Among Youth in Nairobi, Kenya. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11299/182170.

Council of Science Editors:

Nikoi A. Constructing Empowerment Among Youth in Nairobi, Kenya. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182170

University of Rochester

23. Khan, Shaza (1981 - ); James-Wilson, Sonia. De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament.

Degree: PhD, 2011, University of Rochester

URL: http://hdl.handle.net/1802/14470

► This dissertation research examined schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament (MIST), a youth program specific to Muslims. Data from… (more)

▼ This dissertation research examined schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament (MIST), a youth program specific to Muslims. Data from interviews, MIST documents, and participant observations were analyzed using grounded theory to explore the challenges and opportunities that participants faced in school and society, particularly in the post-9/11 climate, and their responses to those challenges. By using MIST as the context for the study, it further explored how youth programs for Muslims, such as MIST, can strive to support the positive youth development of participants through a careful consideration of their identities as Muslim Americans and the contexts in which they are coming of age. Interviews with participants revealed that many Muslim American youth were affected by the racialization of their religion, where they were often made to feel different or marginalized. Many felt obligated to act as “ambassadors” of Islam, even though they recognized the difficulties involved in this responsibility. They felt pressure in school and society to correct stereotypes about Muslims and re-present their religion in a positive light. In contrast, participants felt that MIST provided them with a space in which they could be themselves, meet other Muslims from diverse backgrounds, and explore their identities as Muslims. However, some participants also felt MIST was from a Sunni-perspective and imposed unrealistic restrictions on inter-gender interactions and clothing requirements, causing them to feel marginalized at the tournament. This study has the potential to expand theories on the racialization of religion and positive youth development. Specifically, it illustrates some of the ways in which the effects of racialization differ based on various personal and contextual factors, such as gender, and it suggests that the latent variables of positive youth development, or the “Five C’s,” be crafted with an understanding of and sensitivity to the multiple contexts in which diverse youth participate and operate. In addition, it provides recommendations for educators and other practitioners to create more spaces, both in school and during out-of-school time contexts, which can foster positive youth development.

Subjects/Keywords: Racialization; Islamophobia; Positive youth development

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APA (6^th Edition):

Khan, Shaza (1981 - ); James-Wilson, S. (2011). De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14470

Chicago Manual of Style (16^th Edition):

Khan, Shaza (1981 - ); James-Wilson, Sonia. “De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament.” 2011. Doctoral Dissertation, University of Rochester. Accessed February 20, 2020. http://hdl.handle.net/1802/14470.

MLA Handbook (7^th Edition):

Khan, Shaza (1981 - ); James-Wilson, Sonia. “De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament.” 2011. Web. 20 Feb 2020.

Vancouver:

Khan, Shaza (1981 - ); James-Wilson S. De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1802/14470.

Council of Science Editors:

Khan, Shaza (1981 - ); James-Wilson S. De-MIST-ifying the adolescent development of Muslim American high school students : a qualitative study of schooling and youth programming experiences of participants in the Muslim Interscholastic Tournament. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14470

Addis Ababa University

24. Abiy, Tedla. Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/5480

► In the last couple of decades, life skill education was considered as one intervention program in youth development initiatives. Life skill development was viewed as… (more)

Subjects/Keywords: Youth program; life skill development

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APA (6^th Edition):

Abiy, T. (2014). Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Abiy, Tedla. “Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City .” 2014. Thesis, Addis Ababa University. Accessed February 20, 2020. http://etd.aau.edu.et/dspace/handle/123456789/5480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Abiy, Tedla. “Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City .” 2014. Web. 20 Feb 2020.

Vancouver:

Abiy T. Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abiy T. Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

25. Tuitoek, Gladys J. Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/97779

► The youth represents an important segment of Kenya’s population. Consistent with the population growth rate, the youth population has been increasing over time. The youth… (more)

▼ The youth represents an important segment of Kenya’s population. Consistent with the population growth rate, the youth population has been increasing over time. The youth aged between 15 to 34 years account for about 37% of the Kenyan population (KNBS 2009). Youth face a myriad of challenges, key among them being unemployment, lack of professional skills demanded by the job market, high dependency levels that lead to slow economic growth and increasing poverty levels. In order to address the increasing unemployment among the youth in Kenya, the Government of Kenya established Youth Enterprise Development Fund(YEDF).The fund is revolving scheme which is meant to provide loans to youth enterprises. While the government has disbursed over Ksh 5.96 billion, the fund still experiences low uptake of loans especially in Arid and Semi- Arid Lands like Tambach ward, ElgeyoMarakwet County. The purpose of the study was to examine the factors that influence uptake of Youth Enterprise Development Fund loans in Tambach ward. The study objectives were: to examine the influence of awareness of youth on uptake of fund loans; to establish the influence of entrepreneurial education on uptake of fund loans, to assess the influence of youth attitude towards entrepreneurship on uptake of fund loans and to establish the influence of lending framework on uptake of fund loans. The study sought to answer the research questions: how youth awareness influence uptake of fund loans, how does entrepreneurial education influence uptake of fund loans, howdo youth attitudes towards entrepreneurship influence uptake of fund loans and how does lending framework influence uptake of fund loans in Tambach ward, Keiyo North constituency. The study was guided by theoretical framework of process driven theory which asserts that behavior is greatly influenced by one’s intention to engage in that behavior and intentions are influenced by attitudes towards the behaviour.The study used a descriptive survey design. The target population was the youth in groups which have benefitted from the YEDF and those who have not. Random sampling was used to get the sample size of 260 youth group members from a population of 840 youth drawn from 70youth groups in Tambach ward and 2 Constituency Fund Officers. Data was analyzed using descriptive statistics in aid of SPSS and presented in tables. The findings of the study indicate that majority of the youth groups composed of males of between18 and 35 years168(76%) who had completed secondary level of education. The findings indicate that the youth were not aware of youth fund, but they had inadequate trainings in entrepreneurship which is necessary for utilization of funds. Findings reveal that awareness level was at 100 (45.5%) of youth, mostly through friends 60 (60%). 77 (35%) of the youth felt that entrepreneurship training was important in uptake of youth fund. There was positive attitude towards entrepreneurship and there was willingness to start business an indication youths willing to…

Subjects/Keywords: Youth Enterprise Development Fund Loans

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tuitoek, G. J. (2016). Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tuitoek, Gladys J. “Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya .” 2016. Thesis, University of Nairobi. Accessed February 20, 2020. http://hdl.handle.net/11295/97779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tuitoek, Gladys J. “Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya .” 2016. Web. 20 Feb 2020.

Vancouver:

Tuitoek GJ. Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11295/97779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tuitoek GJ. Factors Influencing Uptake Of Youth Enterprise Development Fund Loans In Tambach Ward, Keiyo North Constituency, Elgeyo Marakwet County Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

26. Hernandez, Brittany C. The religiosity and spirituality scale for youth: development and initial validation.

Degree: PhD, Psychology, 2011, Louisiana State University

URL: etd-10142011-115001 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2206

► The literature cites multiple definitions for religiosity and spirituality, with little consensus among researchers. Religiosity/spirituality has been associated with a myriad of positive outcomes in… (more)

Subjects/Keywords: measure development; youth; spirituality; religiosity

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APA (6^th Edition):

Hernandez, B. C. (2011). The religiosity and spirituality scale for youth: development and initial validation. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10142011-115001 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2206

Chicago Manual of Style (16^th Edition):

Hernandez, Brittany C. “The religiosity and spirituality scale for youth: development and initial validation.” 2011. Doctoral Dissertation, Louisiana State University. Accessed February 20, 2020. etd-10142011-115001 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2206.

MLA Handbook (7^th Edition):

Hernandez, Brittany C. “The religiosity and spirituality scale for youth: development and initial validation.” 2011. Web. 20 Feb 2020.

Vancouver:

Hernandez BC. The religiosity and spirituality scale for youth: development and initial validation. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2020 Feb 20]. Available from: etd-10142011-115001 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2206.

Council of Science Editors:

Hernandez BC. The religiosity and spirituality scale for youth: development and initial validation. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-10142011-115001 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2206

University of Illinois – Chicago

27. Coleman, Brett R. Deconstructing Counterspaces.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/20949

► Resistance to oppression needs further elaboration as a theoretical construct useful for a liberatory approach to community research and action. This is especially true in… (more)

▼ Resistance to oppression needs further elaboration as a theoretical construct useful for a liberatory approach to community research and action. This is especially true in the context of such ostensibly neutral and universalistic practices as “positive youth development” and the “evidence-based practice” movement. The counterspace framework (Case & Hunter, 2012) advances this goal by proposing a unit of analysis for the study of how resistance emerges in response to local conditions. Counterspaces facilitate adaptive responding among oppressed people, meaning their efforts to not be changed by oppression or to change the conditions that maintain oppression. They do so through three “challenging processes,” narrative identity work, direct relational transactions, and acts of resistance. While useful for understanding what resistance might look like, the counterspace framework does not tell us what resistance does. This extended case study (Burawoy, 1998) addresses this problem by developing Case and Hunter’s framework into a more elaborate theory for interpreting the relationship between counterspaces and their organizational hosts. The case under study was a Youth Participatory Action Research (YPAR) program with young men of color at a youth and family services agency in Chicago. In my role as facilitator of this program, I practiced participant observation (supplemented by interview data and archival research) and grounded my analyses in the experiential knowledge of the youth participants. Both the YPAR youth and the agency were concerned with violence and violence prevention. Yet, they understood violence in fundamentally different ways. The youths’ lives were steeped in violence, from gang life to media exposure. They understood violence in an embodied way and communicated this knowledge through spontaneous narrative practices that were the foundation of their collaborative research projects. Agency staff, on the other hand, understood violence in a professionalized way that was constrained by the logic of the evidence-based practice movement and neo-liberal theories of urban youth of color as lacking and at risk. By comparing these two ways of knowing, I show how oppression can be maintained through organizational patterns of exclusion (Kivel, 2004) that reflect “dynamics of dominance” (Mananzala and Spade, 2008) present in the broader society. More importantly, I frame resistance as diagnostic (Kelley, Tuck and Yang, 2014) of subtle oppressive practices by showing how specific challenging processes counter specific patterns of exclusion, and in specific domains. The result is a revised counterspace framework that should be useful for developing oppressed people’s power in organizational and community settings. Advisors/Committee Members: Bonam, Courtney (advisor), Trickett, Ed (committee member), Molina, Kristine (committee member), Stovall, Dave (committee member), Kelly, Brian (committee member).

Subjects/Keywords: Resistance; youth development; race

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APA (6^th Edition):

Coleman, B. R. (2016). Deconstructing Counterspaces. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coleman, Brett R. “Deconstructing Counterspaces.” 2016. Thesis, University of Illinois – Chicago. Accessed February 20, 2020. http://hdl.handle.net/10027/20949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coleman, Brett R. “Deconstructing Counterspaces.” 2016. Web. 20 Feb 2020.

Vancouver:

Coleman BR. Deconstructing Counterspaces. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10027/20949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coleman BR. Deconstructing Counterspaces. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

28. Benjamin, Meghan L.,1983-. Rites of passage programs as positive youth development.

Degree: Department of Psychology, 2011, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1673

► Adolescence has long been considered a time of storm and stress by most societies. Indeed, the hallmark of almost all cultures is that they have… (more)

▼ Adolescence has long been considered a time of storm and stress by most societies. Indeed, the hallmark of almost all cultures is that they have created various processes and institutions to aid the transition from youth to adulthood. For thousands of years this transformational process was facilitated by “rites of passage” (ROP), community-based experiences which were intended to inculcate both community values and needed skills into the next generation of adults. In the last century, western societies have experienced a weakening of these ROP processes regarding the transition to adulthood with an accompanying increase in problem behaviors such as illicit substance use, violence, poor academic performance, and promiscuous sexual behavior. The present study provides an in-depth description of 24 contemporary organizations which explicitly provide ROP experiences. Leaders of these programs completed online surveys which solicited information regarding (1) the structural characteristics of these organizations, (2) the content aspects of the ROP programs that are offered, (3) the theoretical foundations of these programs, and (4) the values regarding positive youth development endorsed by these programs. Data regarding these four domains and four preliminary conclusions are presented. First, it does not appear that such programs are perceived of as “mainstream” in the human service or education sector. Second, there is considerable variability in the operational formats of each program suggesting that there may be very different ideas about what features are fundamental for effective ROP experiences. Third, there is considerable value similarity between ROP providers and other youth professionals regarding what constitutes activities that enhance youth development. Finally, ROP experiences appear to show great potential for youth and supporting communities. Limitations of the current study were noted along with suggestions for future work. Advisors/Committee Members: Goldstein, Marc B..

Subjects/Keywords: Youth in development; Maturation (Psychology)

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APA (6^th Edition):

Benjamin, M. L. ,. (2011). Rites of passage programs as positive youth development. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1673

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benjamin, Meghan L ,1983-. “Rites of passage programs as positive youth development.” 2011. Thesis, Central Connecticut State University. Accessed February 20, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benjamin, Meghan L ,1983-. “Rites of passage programs as positive youth development.” 2011. Web. 20 Feb 2020.

Vancouver:

Benjamin ML,. Rites of passage programs as positive youth development. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2020 Feb 20]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benjamin ML,. Rites of passage programs as positive youth development. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1673

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

29. SHIPLEY, TERESA. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.

Degree: EdD, 2017, University of Oklahoma

URL: http://hdl.handle.net/11244/50873

► This process evaluation examines the Youth Philanthropy Initiative (YPI) program in Tulsa, Oklahoma and whether the implementation of this experience is meeting the basic psychological… (more)

Subjects/Keywords: YOUTH DEVELOPMENT PROGRAM PROCESS EVALUATION

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APA (6^th Edition):

SHIPLEY, T. (2017). A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50873

Chicago Manual of Style (16^th Edition):

SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 20, 2020. http://hdl.handle.net/11244/50873.

MLA Handbook (7^th Edition):

SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Web. 20 Feb 2020.

Vancouver:

SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11244/50873.

Council of Science Editors:

SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50873

University of Oklahoma

30. Nelson, Todd. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.

Degree: EdD, 2017, University of Oklahoma

URL: http://hdl.handle.net/11244/50900

► This study evaluates the effect of the Carrera Adolescent Pregnancy Prevention Program, as implemented at a mid-sized, urban-suburban school system, on student achievement. The Carrera… (more)

Subjects/Keywords: student schievement intervention youth development

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APA (6^th Edition):

Nelson, T. (2017). THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50900

Chicago Manual of Style (16^th Edition):

Nelson, Todd. “THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 20, 2020. http://hdl.handle.net/11244/50900.

MLA Handbook (7^th Edition):

Nelson, Todd. “THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.” 2017. Web. 20 Feb 2020.

Vancouver:

Nelson T. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11244/50900.

Council of Science Editors:

Nelson T. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50900

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