You searched for subject:(Youth Development).
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Texas A&M University
1.
Bading, Charla.
Determining the Quality of Youth-Adult Relationships within Extension Programs.
Degree: EdD, Agricultural Leadership, Education, and Communications, 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)
▼ 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 Extension Service
Youth Board. The objectives of the study were to: (1) examine
youth perceptions of their involvement on the
Youth Board; (2) examine adult perceptions of their involvement on the
Youth Board; and (3) evaluate
youth-adult interaction on the
Youth Board.
The quantitative data were analyzed using descriptive statistics, t-tests, and analyses of variance (ANOVA). Involvement and Interaction Rating Scales were completed by 127 participants (75
youth and 52 adults) serving on the
Youth Boards in Texas. The rating scale measured three constructs:
youth involvement, adult involvement, and
youth-adult interaction.
T-tests were used to analyze differences between
youth and adult participants. Gender differences were also analyzed. The test indicated no significant difference between
youth and adult participants, but
youth were more positive on the
youth involvement, adult involvement, and
youth-adult interaction constructs. Females were more positive on all three constructs event thought there was also no significant difference in perceptions.
An independent samples t-test was computed to determine if there were significant differences between Anglo and non-Anglo participants' perceptions of
youth involvement, adult involvement, and
youth-adult interaction. Most participants were Anglo; however, non-Anglo ethic groups including Asian, Black, Hispanic and Native American were also represented. Tests show all participants had positive perceptions toward
youth involvement, adult involvement, and
youth-adult interaction. Non-Anglo participants had a positive perception of
youth involvement, but Anglo participants had a higher mean score on adult involvement and
youth-adult interaction.
An independent sample t-test was used to determine significant differences based on residence in perceptions of the three constructs between participants.
Population less than 10,000 was defined as a town fewer than 10,000 populations and farm. Population greater than 10,000 is defined as town/city of 10,000-50,000 population and its suburbs, suburb of city more than 50,000 populations, or central city more than 50,000 population. No significant differences were found between population less than 10,000 and population greater than 10,000 participants but population less than 10,000 participants had a higher perception of
youth involvement, adult involvement and
youth-adult interaction than population greater than 10,000 participants.
Advisors/Committee Members: Boyd, Barry L. (advisor), Boleman, Chris (committee member), Lawver, David (committee member).
Subjects/Keywords: Youth Development; Youth-Adult Partnerships
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APA (6th Edition):
Bading, C. (2012). Determining the Quality of Youth-Adult Relationships within Extension Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598
Chicago Manual of Style (16th Edition):
Bading, Charla. “Determining the Quality of Youth-Adult Relationships within Extension Programs.” 2012. Doctoral Dissertation, Texas A&M University. Accessed March 08, 2021.
http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598.
MLA Handbook (7th Edition):
Bading, Charla. “Determining the Quality of Youth-Adult Relationships within Extension Programs.” 2012. Web. 08 Mar 2021.
Vancouver:
Bading C. Determining the Quality of Youth-Adult Relationships within Extension Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598.
Council of Science Editors:
Bading C. Determining the Quality of Youth-Adult Relationships within Extension Programs. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10598
Queens University
2.
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 (6th 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 (16th Edition):
Coakley, Colleen. “Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character
.” 2011. Thesis, Queens University. Accessed March 08, 2021.
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 (7th Edition):
Coakley, Colleen. “Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character
.” 2011. Web. 08 Mar 2021.
Vancouver:
Coakley C. Towards an Understanding of Young Athletes’ Perceptions of Competence, Confidence, Connection, and Character
. [Internet] [Thesis]. Queens University; 2011. [cited 2021 Mar 08].
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 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 ·
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APA (6th 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 (16th 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 March 08, 2021.
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 (7th Edition):
Tambulukani, Anthony. “AN EXPLORATORY ANALYSIS OF YOUTH LEADERSHIP DEVELOPMENT IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT
.” 2018. Web. 08 Mar 2021.
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 2021 Mar 08].
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
Victoria University of Wellington
4.
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)
▼ 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 being a relevantly new concept, there is limited evidence in the literature regarding how it is being implemented and whether implementations are successful. There is aparticular gap within the literature regarding the experiences of frontline workers and
youth themselves. As
youth are the key benefactors of
youth services it seems important to understand whether and how they perceive the collaborative approach to be working to assist them in their
development. To determine this, the following study explores the experiences of nine
youth in New Zealand regarding collaborative processes used by services they have been privy to over recent years.
Youth participants came from across New Zealand and altogether have experienced a range of
youth interventions, from alternative education to Family Group Conferences, aimed at addressing anti-social and criminal behaviours. Taking a phenomenological approach, the study is carried out using concepts from the framework of Appreciative Inquiry (AI). The use of AI ensured the study was strengths focussed and allowed
youth to become active agents rather than subjects of enquiry. Furthermore, it has allowed a positive paradigm for discussing ways to ensure that
youth services are better focussed on
youth's needs, feelings and understandings. Along with the findings regarding collaboration a common theme arose when
youth were invited to share their stories which highlighted further areas for discussion when addressing successful service outcomes. That is, the importance of relationship building.
Advisors/Committee Members: Chu, Cherie.
Subjects/Keywords: Youth voice; Collaboration; Youth development
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APA ·
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Manager
APA (6th 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 (16th Edition):
Lavini, Amy. “A Youth Perspective:
Collaboration for Youth Development within Aotearoa New Zealand.” 2011. Masters Thesis, Victoria University of Wellington. Accessed March 08, 2021.
http://hdl.handle.net/10063/1951.
MLA Handbook (7th Edition):
Lavini, Amy. “A Youth Perspective:
Collaboration for Youth Development within Aotearoa New Zealand.” 2011. Web. 08 Mar 2021.
Vancouver:
Lavini A. A Youth Perspective:
Collaboration for Youth Development within Aotearoa New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2021 Mar 08].
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
Southern Illinois University
5.
Amosu, Seyi.
A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE.
Degree: PhD, Psychology, 2020, Southern Illinois University
URL: https://opensiuc.lib.siu.edu/dissertations/1855
► This study documented the gender-responsive youth programing strategies within Girls Rock camps using grounded theory methodology. Experiencing gender oppression is a stressor that creates…
(more)
▼ This study documented the gender-responsive
youth programing strategies within Girls Rock camps using grounded theory methodology. Experiencing gender oppression is a stressor that creates an increased risk for mental and physical health concerns for gender-marginalized people. The risks for mental illnesses, because of gender-based oppression, is compounded when an individual holds additional marginalized statuses (e.g., age, race, ethnicity, social class, sexual orientation, ability status, etc.; APA, 2007). Gender bias has also been shown to negatively impact young people’s self-esteem, academic achievement, and vocational aspirations (Kamsler, 1992). Given this negative impact of gender bias, it is important to address gender related discrimination early in adolescents’ lives to mitigate the harmful ramifications of living in a sexist society. Gender-responsive
youth programs are extracurricular, community-based organizations that incorporate the specific concerns of girls and gender non-conforming
youth into organizational policies, practices, and activities. Girls Rock is a music-based, gender-responsive
youth program that teaches young people empowerment through music. The resulting grounded theory model of the Girls Rock Camp Alliance positions authentic relationships as the active ingredient that makes Girls Rock camps effective worldwide. This model can be used to understand the components of a successful Girls Rock camp and can be adapted to gender-responsive
youth programs of any discipline.
Advisors/Committee Members: Chwalisz, Kathleen.
Subjects/Keywords: Gender; Youth Development; Youth Programming
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APA ·
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APA (6th Edition):
Amosu, S. (2020). A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/1855
Chicago Manual of Style (16th Edition):
Amosu, Seyi. “A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE.” 2020. Doctoral Dissertation, Southern Illinois University. Accessed March 08, 2021.
https://opensiuc.lib.siu.edu/dissertations/1855.
MLA Handbook (7th Edition):
Amosu, Seyi. “A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE.” 2020. Web. 08 Mar 2021.
Vancouver:
Amosu S. A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE. [Internet] [Doctoral dissertation]. Southern Illinois University; 2020. [cited 2021 Mar 08].
Available from: https://opensiuc.lib.siu.edu/dissertations/1855.
Council of Science Editors:
Amosu S. A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE. [Doctoral Dissertation]. Southern Illinois University; 2020. Available from: https://opensiuc.lib.siu.edu/dissertations/1855
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
Record Details
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 08, 2021.
http://hdl.handle.net/1957/13732.
MLA Handbook (7th Edition):
White, David J (David Joseph). “The effect of youth participatory evaluation and youth community action training on positive youth development.” 2009. Web. 08 Mar 2021.
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 2021 Mar 08].
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
University of Southern California
7.
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/4425
► 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)
▼ 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 schools, filling a critical gap
in the literature. Second, it aimed to help determine the essential
elements of successful
youth leadership
development programs in the
areas of content, pedagogy, learner needs, and structure. These
elements, in turn, can serve as guidelines for the creation and
implementation of effective
youth leadership
development programs
on secondary school campuses. This study was conducted through the
use of open-ended surveys with experts in the field of
youth
leadership
development. One research question guided this study:
What do experts identify as essential elements of a leadership
program that can build leadership capacity among marginalized
secondary school students?
Advisors/Committee Members: Kezar, Adrianna J. (Committee Chair), Anderson, Lauren (Committee Member), Rivera, Tom M. (Committee Member).
Subjects/Keywords: leadership; youth development; youth leadership development
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APA ·
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Manager
APA (6th 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/4425
Chicago Manual of Style (16th 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 March 08, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4425.
MLA Handbook (7th Edition):
Meadows, Farah Melissa. “No student leader left behind: developing student leadership
programs for marginalized students in secondary schools.” 2012. Web. 08 Mar 2021.
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 2021 Mar 08].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4425.
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/4425
University of Zambia
8.
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)
▼ 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 was sought from Youth Alive Zambia, Human Rights Commission, the 2006 National Youth Policy, various published materials inform of books and from the internet, as well as through a quantitative survey and interviews. The study specifically sought to:
1. Establish the influence that human rights have on the fight against socio-economic hardships which the youths in Zambia face.
2. Analyse the available sources of youth rights information and how they affect youths’ participation in development.
3. Find out if youths are fully aware of their rights and whether they know that human rights are important to both development and peace in the land.
The literature review highlights several factors concerninghow issues of youth participation in development have impacted on youth development itself. Available literature also shows that there is an inseparable relationship between sustainable development and human rights.
Several documents, reports and studies dealing with the rights of youths from various continents, regions and countries in the world have been analysed in this thesis. The study recommends that youth rights should be integrated in development programmes and projects at all levels of the society; social, political, economic, cultural and religious spheres.
Subjects/Keywords: Youth in development
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APA (6th 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 (16th Edition):
Mudenda, Ephat. “Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka
.” 2015. Thesis, University of Zambia. Accessed March 08, 2021.
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 (7th Edition):
Mudenda, Ephat. “Communications used in intergrating Youth's rights in development programmes at Youth Alive Zambia, Lusaka
.” 2015. Web. 08 Mar 2021.
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 2021 Mar 08].
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
Texas A&M University
9.
Mcgucken, Anna Mae.
Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs.
Degree: MS, Agricultural Leadership, Education, and Communications, 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 (6th Edition):
Mcgucken, A. M. (2014). Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152461
Chicago Manual of Style (16th Edition):
Mcgucken, Anna Mae. “Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs.” 2014. Masters Thesis, Texas A&M University. Accessed March 08, 2021.
http://hdl.handle.net/1969.1/152461.
MLA Handbook (7th Edition):
Mcgucken, Anna Mae. “Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs.” 2014. Web. 08 Mar 2021.
Vancouver:
Mcgucken AM. Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs. [Internet] [Masters thesis]. Texas A&M University; 2014. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/1969.1/152461.
Council of Science Editors:
Mcgucken AM. Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs. [Masters Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152461
University of Nairobi
10.
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 (6th 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 (16th 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 March 08, 2021.
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 (7th Edition):
Njuki, Teresa W. “The Youth Enterprise Development and the Uwezo Funds:a Review of Their Perfomance in Nyeri County
.” 2016. Web. 08 Mar 2021.
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 2021 Mar 08].
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
11.
Jiang, Xinfeng.
Compative analysis of Chinese and German football youth training.
Degree: 2020, 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)
▼ 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 of football is always at a low level. The football youth training system is the key to promote the development of China's football in the future.
This thesis through the literature material law, logical analysis, comparative study method, the differences between China and Germany youth analysis and comparative study, the following conclusion: The Chinese youth football training with German youth football training in culture, training programs, quality system, training of coaches, resources, organization, also there is a big gap between the international success.
Based on the successful experience of German football youth training, the following Suggestions are proposed: build a good football culture，improve training program and quality system，strengthen the training system for coaches，increase resource input， organizational management.
Subjects/Keywords: youth; development; training
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Manager
APA (6th Edition):
Jiang, X. (2020). 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 (16th Edition):
Jiang, Xinfeng. “Compative analysis of Chinese and German football youth training.” 2020. Thesis, Theseus. Accessed March 08, 2021.
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 (7th Edition):
Jiang, Xinfeng. “Compative analysis of Chinese and German football youth training.” 2020. Web. 08 Mar 2021.
Vancouver:
Jiang X. Compative analysis of Chinese and German football youth training. [Internet] [Thesis]. Theseus; 2020. [cited 2021 Mar 08].
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; 2020. 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
University of Cape Town
12.
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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Manager
APA (6th 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 (16th Edition):
Louw, Stefan. “Enabling grassroots innovation by youth in Cape Town's townships.” 2016. Thesis, University of Cape Town. Accessed March 08, 2021.
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 (7th Edition):
Louw, Stefan. “Enabling grassroots innovation by youth in Cape Town's townships.” 2016. Web. 08 Mar 2021.
Vancouver:
Louw S. Enabling grassroots innovation by youth in Cape Town's townships. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2021 Mar 08].
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
Rutgers University
13.
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 (6th 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 (16th Edition):
Hatchimonji, Danielle Ryan, 1984-. “Longitudinal modeling of student self-reported purpose in urban middle schools.” 2019. Doctoral Dissertation, Rutgers University. Accessed March 08, 2021.
https://rucore.libraries.rutgers.edu/rutgers-lib/61760/.
MLA Handbook (7th Edition):
Hatchimonji, Danielle Ryan, 1984-. “Longitudinal modeling of student self-reported purpose in urban middle schools.” 2019. Web. 08 Mar 2021.
Vancouver:
Hatchimonji, Danielle Ryan 1. Longitudinal modeling of student self-reported purpose in urban middle schools. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2021 Mar 08].
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/
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)
▼ 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 from community residents and researcher observations. The design of the study used thematic analysis framed with Social Exchange Theory (Sabatelli & Shehan, 1993; Schilke, Reimann, & Cook, 2015; Smith et al., 2014) to describe the stakeholders involved in
youth professional
development programing and explore how power and trust support or impede region wide initiatives. The findings from nine open-ended surveys combined with communications and researcher's observations suggest that trust is built between individuals across the region but slowly dissolves at the organizational level creating what was described by a participant as the, "we tried and failed syndrome out here" across the region. Based on the findings, a methodology of appreciative inquiry is recommended to strengthen region wide initiatives by developing trust and balancing power across the communities in northeastern Colorado.
Advisors/Committee Members: Kaminski, Karen (advisor), Lopes, Tobin (advisor), Timpson, William (committee member), Scott, Malcolm (committee member).
Subjects/Keywords: workforce development; professional development; youth
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Manager
APA (6th 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 (16th Edition):
Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Doctoral Dissertation, Colorado State University. Accessed March 08, 2021.
http://hdl.handle.net/10217/183954.
MLA Handbook (7th Edition):
Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Web. 08 Mar 2021.
Vancouver:
Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Mar 08].
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: MS, School of Environmental Design and Rural Development, 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)
▼ 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 Activity and Technology Centre in Ingersoll, Ontario was conducted to learn from
youth about their experiences growing up, about the challenges they faced and the benefits they gained from participating in Fusion’s programs. This project focused on the youths’ perspectives, and employed various task-centered activities such as visualization and narrative techniques to engage
youth and gather data. It also highlighted different tensions between
youth and the community and how
youth navigate these tensions while growing up. The study found that the space, staff and programs offered by the Fusion
Youth Centre do change youths’ feelings of inclusion and exclusion in Ingersoll. However, there remains work to be done to change the systems of exclusions that make
youth feel disconnected from their community.
Advisors/Committee Members: Lauzon, Al (advisor).
Subjects/Keywords: Youth; Afterschool Programs; Ingersoll; Youth Development; Youth Programs; Youth Learning; Inclusion; Exclusion; Positive Youth Development
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APA (6th Edition):
Christie, S. (2012). More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519
Chicago Manual of Style (16th Edition):
Christie, Sarah. “More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion.” 2012. Masters Thesis, University of Guelph. Accessed March 08, 2021.
https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519.
MLA Handbook (7th Edition):
Christie, Sarah. “More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion.” 2012. Web. 08 Mar 2021.
Vancouver:
Christie S. More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion. [Internet] [Masters thesis]. University of Guelph; 2012. [cited 2021 Mar 08].
Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519.
Council of Science Editors:
Christie S. More than just hanging out after school: Afterschool programs and youths' feelings of inclusion and exclusion. [Masters Thesis]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3519
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)
▼ 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 troops took part in the study. Participants evaluated a series of leader scenarios constructed to represent six leadership variables: intimacy, cognitive dissonance, idealized influence, social status, social support, and interpersonal conflict. Following review of each scenario, participants ranked their desire to follow the type of leader represented by that scenario. The scenarios were constructed using a fractional factorial design. Eight orthogonal scenarios were created to test the main effects of these variables. Data were analyzed through multilevel modeling techniques. The hypotheses tested were that positive intimate relationships, low cognitive dissonance, positive idealized influence, positive social status, positive social support, and low interpersonal rivalry would promote greater followership among adolescent peers. All of the null hypotheses were rejected (p < .01). Developing understanding of these criteria has positive ramifications for the youth development movement and practitioners in helping youth to develop into healthy functioning adults.
Subjects/Keywords: Followership; Peer group; Youth development; Youth leadership
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APA (6th 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 (16th Edition):
Ward, Peter J. “Leadership characteristics that influence adolescents to follow.” 2010. Doctoral Dissertation, University of Utah. Accessed March 08, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1113/rec/704.
MLA Handbook (7th Edition):
Ward, Peter J. “Leadership characteristics that influence adolescents to follow.” 2010. Web. 08 Mar 2021.
Vancouver:
Ward PJ. Leadership characteristics that influence adolescents to follow. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2021 Mar 08].
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)
▼ 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). The curriculum for this program was created by combining three previously used curricula,
Youth Can!, the Mikva Challenge, and Michigan Model for Health. The eight-week summer program intended to increase nutrition knowledge, community engagement, and self-efficacy, assessed via pre- and post-test surveys. The results indicated that
Youth Can! Improve their Communities significantly increased nutrition knowledge (t = 3.422, df = 6, p = 0.014), but not community engagement activities, community engagement beliefs, nor self-efficacy. Since
Youth Can! Improve their Communities was a pilot program, the findings will aid in the
development of improved programming and evaluation for this population.
Advisors/Committee Members: Marsha Lynn Spence, Sarah E. Colby, Katherine F. Kavanagh, Laurie L. Meschke.
Subjects/Keywords: nutrition; positive youth development; youth advocacy
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APA (6th 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 (16th Edition):
Alford, Alexandra. “YOUTH CAN! IMPROVE THEIR COMMUNITIES.” 2018. Thesis, University of Tennessee – Knoxville. Accessed March 08, 2021.
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 (7th Edition):
Alford, Alexandra. “YOUTH CAN! IMPROVE THEIR COMMUNITIES.” 2018. Web. 08 Mar 2021.
Vancouver:
Alford A. YOUTH CAN! IMPROVE THEIR COMMUNITIES. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2021 Mar 08].
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 ·
Chicago ·
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Manager
APA (6th 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 (16th Edition):
Erickson, Karl. “Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts
.” 2013. Thesis, Queens University. Accessed March 08, 2021.
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 (7th Edition):
Erickson, Karl. “Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts
.” 2013. Web. 08 Mar 2021.
Vancouver:
Erickson K. Interpersonal Interactions and Athlete Development in Different Youth Sport Contexts
. [Internet] [Thesis]. Queens University; 2013. [cited 2021 Mar 08].
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: 2012, Penn State University
URL: https://submit-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.
Advisors/Committee Members: Nicole Sheree Webster, Thesis Advisor/Co-Advisor.
Subjects/Keywords: youth leadership development; simulated leadership development; South African youth leadership development
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Manager
APA (6th 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://submit-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 (16th 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 March 08, 2021.
https://submit-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 (7th 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. 08 Mar 2021.
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 2021 Mar 08].
Available from: https://submit-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://submit-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
University of Rochester
20.
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 ·
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MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 08, 2021.
http://hdl.handle.net/1802/14470.
MLA Handbook (7th 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. 08 Mar 2021.
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 2021 Mar 08].
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
Texas A&M University
21.
Breen, Elizabeth.
The Power of Recreational Reading: Youth Developing Through "The Giver".
Degree: MS, Recreation, Park, and Tourism Sciences, 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 ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Breen, E. (2015). The Power of Recreational Reading: Youth Developing Through "The Giver". (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155314
Chicago Manual of Style (16th Edition):
Breen, Elizabeth. “The Power of Recreational Reading: Youth Developing Through "The Giver".” 2015. Masters Thesis, Texas A&M University. Accessed March 08, 2021.
http://hdl.handle.net/1969.1/155314.
MLA Handbook (7th Edition):
Breen, Elizabeth. “The Power of Recreational Reading: Youth Developing Through "The Giver".” 2015. Web. 08 Mar 2021.
Vancouver:
Breen E. The Power of Recreational Reading: Youth Developing Through "The Giver". [Internet] [Masters thesis]. Texas A&M University; 2015. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/1969.1/155314.
Council of Science Editors:
Breen E. The Power of Recreational Reading: Youth Developing Through "The Giver". [Masters Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155314
Queens University
22.
Cembal, Kori.
Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
.
Degree: Kinesiology and Health Studies, 2015, Queens University
URL: http://hdl.handle.net/1974/13107
► Introduction: How youth cope with the many changes associated with adolescence, such as physical and sexual maturation, psychological development, changes in social situations, and often,…
(more)
▼ Introduction: How youth cope with the many changes associated with adolescence, such as physical and sexual maturation, psychological development, changes in social situations, and often, new home life dynamics, determines whether or not they will make a healthy transition into adulthood (Breinbauer, 2005; Fraser-Thomas et al., 2005; Lerner, 2002; Roth & Brooks-Gunn, 2003; Roth et al., 1998). Programs promoting Positive Youth Development (PYD) have been shown to equip youth with competencies to successfully navigate this transition but programs are not equally available to youth of all socioeconomic strata. Not-for-profit programs such as The Boys and Girls Clubs of Canada strive to enhance accessibility to PYD experiences by offering low-cost or no-cost programs that are guided by PYD principles (Kerr, 2011; Roth & Brooks-Gunn, 2003). Though programs like the Boys and Girls Clubs of Canada aim to provide a setting and opportunities for PYD, evidence linking program content to PYD from a youth perspective is scant (Lerner, 2005). Purpose: The purpose of this study was to explore youth perspectives of their Boys and Girls Club involvement through the lens of PYD outcomes and to examine how these perspectives fit with aspects of PYD endorsed by the Boys and Girls Clubs of Canada. Methods: Boys and Girls Club youth members (n=7) were trained in Photovoice methodology to explore their experiences in Boys and Girls Club programming through photographs. Youth took photographs and shared the stories behind their photographs via interviews. Interviews were analyzed deductively, using Lerner and colleagues 5 C’s of PYD framework, and inductively for emerging themes using NVivo 10. Results: Youth participants indicated that their experiences at the Boys and Girls club were influenced by diverse factors; they also talked about how their participation in programs helped them develop interpersonal connections and individual growth. Overarching themes were: 1) PYD outcomes, and 2) ecological factors. Discussion: Youth participants displayed growth on an individual level through assets, experiences and opportunities made available to them through the Boys and Girls Club. This study contributes to the growing body of literature highlighting the importance of accessible PYD programming for adolescents.
Subjects/Keywords: Extracurricular Activities
;
Postive Youth Development
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APA ·
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Manager
APA (6th Edition):
Cembal, K. (2015). Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13107
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cembal, Kori. “Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
.” 2015. Thesis, Queens University. Accessed March 08, 2021.
http://hdl.handle.net/1974/13107.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cembal, Kori. “Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
.” 2015. Web. 08 Mar 2021.
Vancouver:
Cembal K. Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
. [Internet] [Thesis]. Queens University; 2015. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/1974/13107.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cembal K. Capturing the Youth Perspective: Using Photographs to Explore Member Experiences at the Boys and Girls Clubs of Canada
. [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13107
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
23.
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)
▼ 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 an important intervention
for youths to develop resilience and collective personality. This study was a quantitative research
that employed quasi experimental design with retrospective analyses of life skill. Besides, it was
based on Hendricks (1998) Model of Targeting Life Skill.This research was conducted on Addis
Ababa
Youth Association at Lideta Sub city and has examined life skill
development in three
features The first features of this study look at the contribution of selected
youth development
programs for life skill
development and found that the program has significant effect for all
elements of life skill except for healthy life style choice. The second aspect of this paper has
studied the influence of personal characteristics, program type & political affiliation on elements
of life skill and the result of the study indicates that the aforementioned variables have an effect
on various elements of life skill at different level. The third dimension of this study researched
the most important influential bodies in due process of developing selected elements of life skill.
The result of the study portrays that family comes first and followed by the
youth Association,
School, friends and others respectively.
Advisors/Committee Members: Abebe Asefa (advisor).
Subjects/Keywords: Youth program;
life skill development
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 08, 2021.
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 (7th Edition):
Abiy, Tedla. “Contribution of Youth Programs for Life Skill Development: - The Case of Addis Ababa Youth Association, Lideta Sub City
.” 2014. Web. 08 Mar 2021.
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 2021 Mar 08].
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
24.
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 (6th 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 (16th 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 March 08, 2021.
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 (7th 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. 08 Mar 2021.
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 2021 Mar 08].
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
Victoria University of Wellington
25.
Tallon, Rachel Alexa Margaret.
What do young people think of development?: An exploration into the meanings young people make from NGO media.
Degree: 2013, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2998
► Young people are not passive, homogenous audiences of media that is produced by international humanitarian and development organisations (NGOs). They actively read and engage with…
(more)
▼ Young people are not passive, homogenous audiences of media that is produced by international humanitarian and
development organisations (NGOs). They actively read and engage with the messages cognitively and emotionally and in the process create new meanings. This thesis is an investigation into what interpretations young people make from NGO media. The twin goals of education and fundraising present certain difficulties for NGOs who view developed world schools as a key site for awareness-raising for both their brand and global issues of injustice. Critics are concerned that when representation is aligned directly and simplistically with charity, powerful messages are signalled to the viewers. The nature and impact of these messages are yet to be fully understood as there is little empirical evidence of how young people receive and interpret NGO media.
This research directly addresses this gap. The research identifies and maps various interpretations that young people have on encountering images and messages produced by NGOs. Year 10 social studies classrooms were chosen as the context for data collection and 118 young people and seven teachers from five diverse secondary schools in New Zealand participated. They were canvassed using qualitative methods that included focus groups. The approach for this research was informed by postdevelopment critique which examines the power of the discourse of
development in constructing ideas about people and
development.
The findings show young people to be astute and critical interpreters of NGO media. Teachers reported that NGO media is very influential and could be problematic in forming a solely negative view of the global South. Most of the young people approved of the sector’s charitable work but many expressed doubts about NGO expenditure and the accuracy of the imagery. A key finding is that many said they knew the images were designed to make them feel guilty in order to elicit action which was usually a donation. The findings support other research among adults and show the early
development of attitudes towards NGOs and ideas about the developing world. The significance of a conflicting emotional response towards NGO marketing is a central finding for this thesis. This conflict of wanting to help and yet not being able to do so created a tangible tension within the young people and affected how they viewed people in the global South. Young people in New Zealand are emerging actors in the global
development industry and their ideas will shape North-South interactions in the future. This research directly contributes to understanding the power of the NGO sector to mediate global relations across difference, a process of which there are moral and political implications.
Advisors/Committee Members: Overton, John, Kidman, Joanna, McGregor, Andrew.
Subjects/Keywords: Development education; NGOs; Youth; Media
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APA ·
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APA (6th Edition):
Tallon, R. A. M. (2013). What do young people think of development?: An exploration into the meanings young people make from NGO media. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2998
Chicago Manual of Style (16th Edition):
Tallon, Rachel Alexa Margaret. “What do young people think of development?: An exploration into the meanings young people make from NGO media.” 2013. Doctoral Dissertation, Victoria University of Wellington. Accessed March 08, 2021.
http://hdl.handle.net/10063/2998.
MLA Handbook (7th Edition):
Tallon, Rachel Alexa Margaret. “What do young people think of development?: An exploration into the meanings young people make from NGO media.” 2013. Web. 08 Mar 2021.
Vancouver:
Tallon RAM. What do young people think of development?: An exploration into the meanings young people make from NGO media. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2013. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/10063/2998.
Council of Science Editors:
Tallon RAM. What do young people think of development?: An exploration into the meanings young people make from NGO media. [Doctoral Dissertation]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2998
University of Illinois – Chicago
26.
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 (6th 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 (16th Edition):
Coleman, Brett R. “Deconstructing Counterspaces.” 2016. Thesis, University of Illinois – Chicago. Accessed March 08, 2021.
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 (7th Edition):
Coleman, Brett R. “Deconstructing Counterspaces.” 2016. Web. 08 Mar 2021.
Vancouver:
Coleman BR. Deconstructing Counterspaces. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Mar 08].
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
University of Ottawa
27.
Martin, Laura.
A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
.
Degree: 2019, University of Ottawa
URL: http://hdl.handle.net/10393/39633
► Sport is considered a viable context for positive youth development, including the acquisition of life skills. However, research indicates that sport participation alone does not…
(more)
▼ Sport is considered a viable context for positive youth development, including the acquisition of life skills. However, research indicates that sport participation alone does not necessarily amount to consistent developmental outcomes (Coakley, 2011). Therefore, it is important to understand how sport can be structured by coaches, as direct influencers of the structure and delivery of sport programs, to facilitate the development of skills that youth can use to thrive in life. Using the Bean et al. (2018) continuum, this thesis explored coaches’ implicit and explicit approaches to life skills development and transfer in youth sport. A multiple case study design was employed comprised of nine cases, each consisting of one coach and at least two of his/her athletes, who were members of a youth sport team (i.e., baseball, rugby, soccer, and sailing), operating in the National Capital Region. Data were collected from the coaches via pre- and post-season interviews and in-season journaling, as well as from athletes via post-season interviews. The results indicated that the coaches went beyond the implicit/explicit dichotomy. The coaches were found to predominantly and consistently use implicit approaches and inconsistently use explicit approaches, with dilemmas and factors reported influencing their explicit practices. The results have implications for future research and applied efforts towards coaches’ integration of the explicit approaches to teaching youth life skills development and transfer within their coaching practices to maximize positive youth development through sport.
Subjects/Keywords: Sport;
Coaching;
Youth development;
Intentionality
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Martin, L. (2019). A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
. (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39633
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Martin, Laura. “A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
.” 2019. Thesis, University of Ottawa. Accessed March 08, 2021.
http://hdl.handle.net/10393/39633.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Martin, Laura. “A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
.” 2019. Web. 08 Mar 2021.
Vancouver:
Martin L. A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
. [Internet] [Thesis]. University of Ottawa; 2019. [cited 2021 Mar 08].
Available from: http://hdl.handle.net/10393/39633.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Martin L. A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport
. [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39633
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 (6th 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 (16th Edition):
Benjamin, Meghan L ,1983-. “Rites of passage programs as positive youth development.” 2011. Thesis, Central Connecticut State University. Accessed March 08, 2021.
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 (7th Edition):
Benjamin, Meghan L ,1983-. “Rites of passage programs as positive youth development.” 2011. Web. 08 Mar 2021.
Vancouver:
Benjamin ML,. Rites of passage programs as positive youth development. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2021 Mar 08].
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 Minnesota
29.
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)
▼ 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 youth who participated in a non-formal, vocational training program. The findings demonstrate the complex ways youth seek, engage, and enact empowerment in their lives and suggest that youth conceptualizations of empowerment are more complex than the discourse that surrounds youth empowerment efforts heralded through vocational or entrepreneurial training. Based on the findings of this study I propose a multidimensional model of empowerment that is grounded in youth’s lived experiences and constructions of the empowerment process. These dimensions - marketable skills and knowledge, personal development, aspirations, and undugu - reflect the economic, social, and cultural settings in which youth live. Through an examination of these four dimensions, I explore the role of empowerment as a catalyst as youth strive to move from youth- to adulthood.
Subjects/Keywords: Development; Empowerment; Kenya; Livelihoods; Youth
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APA ·
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APA (6th 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 (16th Edition):
Nikoi, Acacia. “Constructing Empowerment Among Youth in Nairobi, Kenya.” 2016. Doctoral Dissertation, University of Minnesota. Accessed March 08, 2021.
http://hdl.handle.net/11299/182170.
MLA Handbook (7th Edition):
Nikoi, Acacia. “Constructing Empowerment Among Youth in Nairobi, Kenya.” 2016. Web. 08 Mar 2021.
Vancouver:
Nikoi A. Constructing Empowerment Among Youth in Nairobi, Kenya. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2021 Mar 08].
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
30.
Juntunen, Ida-Lotta.
Pornon vaikutus nuoren seksuaalisuuden kehitykseen.
Degree: 2020, Theseus
URL: http://www.theseus.fi/handle/10024/335000
► Opinnäytetyön tehtävänä oli selvittää, mitä tiedetään pornon katselun vaikutuksista nuorten seksuaalisuuden kehitykseen. Opinnäytetyön tavoitteena oli tuottaa suomenkielistä tietoa aiheesta, joka on ajankohtainen ja tärkeä. Opinnäytetyö…
(more)
▼ Opinnäytetyön tehtävänä oli selvittää, mitä tiedetään pornon katselun vaikutuksista nuorten seksuaalisuuden kehitykseen. Opinnäytetyön tavoitteena oli tuottaa suomenkielistä tietoa aiheesta, joka on ajankohtainen ja tärkeä. Opinnäytetyö tarjoaa arvokasta tietoa nuorten kehityksestä, seksuaalisuudesta ja sen kehityksestä yleisesti.
Opinnäytetyö toteutettiin integratiivisena kirjallisuuskatsauksena, johon sisältyivät 1) tutkimusongelman määrittely 2) tiedonhaku 3) aineiston arviointi 4) aineistoanalyysi 5) tulosten esittäminen sekä pohdinta. Aineisto kerättiin käyttämällä tietokantoja CINAHL Complete (Ebsco), Medline (Ebsco) ja Medline (Ovid). Lopullinen aineisto muodostui kahdeksasta lähteestä.
Opinnäytetyöhön valikoitui lähinnä englanninkielistä materiaalia, josta käy ilmi, että lähes jokainen nuori on ollut tekemisessä pornografisen materiaalin kanssa. Eniten käytetään internetistä löytyvää pornografista materiaalia, kuten videoita. Pornografista materiaalia käytetään sekä mielihyvän saamiseen, että seksiin tutustumiseen. Pornografista materiaalia käytetään myös seksin ja seksuaalisen kanssakäymisen opiskeluun, etenkin samasta sukupuolesta seksuaalisesti kiinnostuneiden nuorten keskuudessa. Pohjoismaalaiset nuoret pitävät pornografian käyttöä normaalina ja heillä on älyllinen asenne pornografiaa kohtaan. Tytöt puolestaan kokevat pornografian painostavammaksi kuin pojat.
Johtopäätöksenä voidaan todeta lähes jokaisen nuoren nähneen pornografista materiaalia sekä pornografisen materiaalin olevan osa nuorten elämää ja seksuaalista kehitystä. Pornon vaikutukset ovat sukupuoli- ja yksilösidonnaisia.
Aiheen kehityskohteena on vähäinen suomenkielinen tieto pornografian vaikutuksista nuorten seksuaaliseen kehitykseen ja sen aiheuttamaan pelkoon sekä stigmaan. Koemme esimerkiksi jatkotutkimuksen pornografian vaikutuksista riskikäyttäytymiseen olevan tarpeellinen.
The purpose of this study was to find out what there is to know about the effects of watching pornography on the development of youths’ sexuality. The objective of this study was to bring forth information in Finnish on a subject that is both current and important. This study offers valuable information on youth’s development, sexuality and development of sexuality in general.
The study was conducted as an integrative literature review which consisted phases 1) identifying a problem 2) literature search 3) evaluation of collected data 4) data analysis 5) presentation of the results and discussion. The databases used were CINAHL Complete (Ebsco), Medline (Ebsco) and Medline (Ovid). A total of eight articles. The material selected for this study was mainly in English.
Turns out that almost every young person has been in contact with pornography. Most used porn, such as video, is found from the internet. It is used both to gain pleasure and getting familiar with sex. Pornography is also used to study sex and sexual relations, particularly among youth sexually interested in the same sex as themselves. Nordic youth consider using porn normal and…
Subjects/Keywords: pornography; youth; sexuality; development
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Juntunen, I. (2020). Pornon vaikutus nuoren seksuaalisuuden kehitykseen. (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/335000
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Juntunen, Ida-Lotta. “Pornon vaikutus nuoren seksuaalisuuden kehitykseen.” 2020. Thesis, Theseus. Accessed March 08, 2021.
http://www.theseus.fi/handle/10024/335000.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Juntunen, Ida-Lotta. “Pornon vaikutus nuoren seksuaalisuuden kehitykseen.” 2020. Web. 08 Mar 2021.
Vancouver:
Juntunen I. Pornon vaikutus nuoren seksuaalisuuden kehitykseen. [Internet] [Thesis]. Theseus; 2020. [cited 2021 Mar 08].
Available from: http://www.theseus.fi/handle/10024/335000.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Juntunen I. Pornon vaikutus nuoren seksuaalisuuden kehitykseen. [Thesis]. Theseus; 2020. Available from: http://www.theseus.fi/handle/10024/335000
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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. 
Open Access Theses and Dissertations