Youth Development Programs and Youth Attitudes

This post will continue to explore the idea that youth actually want to be engaged in positive after school activities. It comes as no surprise that parents want their adolescent children involved in positive after school programs, but what may surprise many adults is that fact that many students want the opportunity to participate in those programs as well. According to an article by Jane Quinn, (citation listed at the end of the post)

"Young people themselves report similar views…they want very much to engage in constructive activities to engage their bodies, hearts, and minds during the time they are not in school. They want very much to prepare for their futures. They want safe places to go, grow, learn, work, and “just hang out.” They want structure balanced with choice. They want to learn and practice new skills. They want to spend more quality time with caring adults and with other young people. They want to contribute to the work of the larger society. And –yes-they want to have fun. "

The challenge continues to be for program and policy creators and practitioners to listen to the needs and wants of adolescents in order to create successful, positive programs and opportunities for service. I briefly discussed some of those needs expressed by students in my last post; however I would like to dig a litter deeper into the psychological roots of those needs.

During adolescence, an individual is trying to answer the question, “Who am I?” This process is a time of experimentation and searching. According to Erikson, a successful adolescent anticipates achievement, seeks leadership and someone to inspire them, and gradually develops a set of ideals. A continuation of Erikson’s studies and further developments in social science theory and research identifies the process an individual must go through in order to have a smooth transition into adulthood. This includes the need for “physical activity, development of competence and achievement, self-definition, creative expression, positive social interaction with peers and adults, a sense of structure and clear limits, and meaningful participation in authentic work.”

As we continue to better understand the process of the moving from childhood into adulthood, we can continue to improve the quality of programs and service opportunities so that all children have the opportunity to develop in a positive manner and participate in their communities outside of school. Now we must develop a standard by which to measure the current programs and how they are meeting the needs of those students they are targeting and how or if we need to adjust, change, or continue the programs.

Interested in more information? Check out this article:
Quinn, Jane. "Where Need Meets Opportunity: Youth Development Programs for Early Teens" The Future of Children, Vol. 9, No. 2, When School Is out (Autumn, 1999), pp. 96-116