Publication year
2017
Citation Title
How to support me in connected learning: Youth perspectives on adult supportive behavior and its benefits.
Journal Name
Journal of Community Psychology
Journal Volume
45
Page Numbers
906-921
DOI
10.1002/jcop.21901
Summary
Youth programs are designed to support youth development; however, not much is known about youth's own perspectives of what adult behaviors are most supportive. This study interviewed 26 youth from out-of-school time programs on their perspectives of adult-youth relationships; the interviews were in the form of focus groups. Results revealed what characteristics of adult behaviors were most supportive from youth's perspectives, and also reported the benefits of such behaviors.
Key Findings
Youth identified four supportive behaviors of adults: fostering mutual respect, encouraging ongoing communication and friendship, demonstrating genuine interest, and going above and beyond.
According to the youth, program staff could provide support in six methods: guidance and motivation, role modeling, emotional support, skill-based support, connecting, and cultivating youth voice.
Youth benefited from adult support by having increased social capital, a sense of empowerment, and a sense of acceptance and validation.
Implications for Military Professionals
Collaborate with youth program staff to create a supportive environment for youth of Service members
Attend training about youth development to enhance their ability to provide support to youth
Implications for Program Leaders
Offer support groups for youth whose parents are Service members so that they can discuss issues and concerns related to aspects of military life that impact them the most
Provide workshops for Service members and spouses on effective ways to build positive relationships with their youth
Implications for Policy Makers
Promote the development of best practice guidelines for youth program staff who work with youth of Service members
Recommend professional development of professionals who work with youth of Service members on how to build positive adult-youth relationships
Methods
Participants were recruited from five out-of-school time programs in Chicago by advertisements.
Data were collected by focus group discussions on adult-youth relationships; each focus group lasted from 90 to 120 minutes, and the number of participants in each focus group was not reported.
Data were coded and analyzed to examine ways adults can support youth in out-of-school time programs.
Participants
Participants were 26 adolescents (15 females and 11 males).
The average age of participants was 17.35 years (SD = 1.72, age range = 15-21 years).
The majority of participants were Black (50%), followed by Latino (35%), Asian American (12%), Native American (8%), and White (8%) (participants could report more than one race/ethnicity).
Limitations
The study was conducted in one city; therefore, caution must be taken to generalize the results to other geographical areas.
It was unclear how many participants were in each focus group, which may potentially affect the outcome of the study.
Youth who chose to participate in the study may have different perspectives than youth who chose not to participate; therefore, caution should be taken to apply the findings to the general youth population.
Avenues for Future Research
Recruit participants from different geographical areas to increase the generalizability of the study
Examine the effect of youth's gender and age on their perspectives of good adult-youth relationships
Investigate the long-term benefit of good adult-youth relationships on youth development
Focus
Civilian
Target Population
Population Focus
Abstract
This study examined the various ways adults engage and support youth in connected learning settings, which are focused on supporting youth in their interests or passions. Youth from 5 Chicago community-based, out-of-school time (OST) programs participated in focus groups on the topic of adult–youth relationships. Participants reported characteristics and behaviors of supportive adults as well as the outcomes associated with those behaviors. Analyses revealed that the following characteristics of adults enabled engagement and relationship development: (a) mutual respect, (b) genuine interest, (c) ongoing communication and friendship, and (d) going above and beyond. Youth also identified the specific ways that adults supported them: (a) guidance and motivation, (b) skill-based support, (c) role modeling, (d) connecting, (e) emotional support, and (f) cultivating youth voice. Finally, participants reported the following outcomes related to such support: (a) social capital, (b) a sense of empowerment and control of their futures, and (c) a sense of acceptance and validation. This study is a contribution to the literature on adult–youth relationships in connected learning sites and draws attention to the potential socioemotional and instructional benefits of such programs. Our study also highlights the various ways that adults in OST programs can successfully engage youth and form relationships.
Abstract Document
PRTW Document
Attach