Suchergebnisse

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

The teamwork life skill is a critical outcome desired in many positive youth development interventions; however, limited versatile, user-friendly measures of this construct exist. Purpose: This study examines the psychometric properties of the Teamwork Scale for Youth, an assessment designed to measure youths' perceptions of their teamwork competency. Methods: The Teamwork Scale for Youth was administered to a sample of 460 youths. Confirmatory factor analyses examined the factor structure and measurement invariance of the scale across time. Correlations between teamwork and perceived social competence and commitment scores were also examined. Results: The revised 8-item Teamwork Scale for Youth was found to demonstrate acceptable factorial validity and measurement invariance across time. Additionally, strong reliability and concurrent and predictive validity of the scale were established. Discussion: The Teamwork Scale for Youth is a brief, easily administered, psychometrically sound tool that can be used with confidence in social work research and practice.

Objectives: This article describes two studies related to the development of the Perceived School Experiences Scale (PSES). The PSES may be used by social workers to assess youths' perceptions of three school-related protective factors, including school connectedness, academic press, and academic motivation. Method: In Study 1, exploratory and confirmatory analyses were conducted on a calibration ( n = 386) and cross-validation sample ( n = 387) of middle and high school students. In Study 2, test–retest reliability and predictive validity were established on a sample of high school students ( n = 97). Results: The resultant 14-item PSES demonstrated acceptable factorial validity and gender invariance in samples of middle and high school students. The PSES also demonstrated acceptable test–retest reliability, and correlated positively with perceived belonging and social competence. Conclusions: Overall, the PSES has important implications for social workers as they assess important protective factors and document the effectiveness of their interventions for the children and youth they serve.

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also established. Results: A four-item measure, labeled the Perceived Social Competence Scale (PSCS) , demonstrated acceptable internal consistency and factorial validity in samples of children and youth participating in youth development programs. Additionally, tests for gender invariance indicated that the PSCS worked equally well for males and females. The PSCS also demonstrated predictive validity, correlating positively with perceived belonging. Conclusion: Support was found for the PSCS as an empirically sound tool to assess children and youth's perceptions of social competence.

Urban youth living in poverty are less socially and academically prepared to access postsecondary education compared to their more affluent peers. College and career readiness (CCR) programs traditionally focus on skill-building to assist with college and financial aid applications, test taking, and career exploration. The Youth Leadership Academy (YLA) program includes these components, but also incorporates positive youth development (PYD) and leadership skill development strategies to further prepare urban youth for college and career through internship, service, and leadership opportunities. Using a mixed methods approach, this study explored youth perceptions of the YLA, evaluating the influence of the program on youth outcomes and distilling what, if any, program design components contributed to their growth and learning. Qualitative findings suggest participation in the YLA was perceived to support growth in communication skills, social skills, readiness for leadership roles, and preparation and knowledge for future college and career opportunities. Additionally, quantitative results demonstrate positive, significant increases from pre- to post-program test in leadership, communication, problem-solving, and teamwork skills for youth. Program design components shown to support positive outcomes included positive relationships with peer and adults, skill-building sessions, and applied internship experiences. Findings suggest that PYD approaches with CCR and leadership skill development programming may promote positive social outcomes for vulnerable youth. Implications for intervention, practice, and future research are discussed.

Using a mixed methods approach, the current study tested whether an intervention, the Gender By Us® Toolkit, decreased implicit gender bias compared to a generic conversation. Researchers randomly assigned participants in the study to the intervention ( n = 11) or a generic conversation ( n = 12). Participants completed pre-, post-, and 2-week follow-up surveys. Valid psychometric instruments and t tests were used to assess group differences on the following measures: (1) the Social Dominance Orientation Scale, (2) the Neosexism Scale, and (3) the Modern Sexism Scale. Quantitative results showed the intervention group scored significantly higher on the Modern Sexism Scale at posttest than the control group ( p = .00), demonstrating increased acknowledgment of gender discrimination. Both groups also were asked open-ended questions related to the intervention and implicit gender bias. Qualitative results suggested that participants' overall perception was that the intervention increased their awareness of implicit gender biases within themselves and their ability to identify biases in others, yet a comparatively low number of intervention participants retained the ability to identify an example of implicit gender bias at posttest. Findings may indicate the intervention had a small but positive effect on disrupting implicit gender bias.