Positive Youth Development and Communities: Practices that Work and the Potential for Community Development

Abstract

The mechanisms present in recreational settings that help them achieve PYD outcomes in youth participants and the connection between PYD endeavours and youth’s constructive contributions to their communities are not often addressed within the leisure literature. To address the former, this chapter describes a series of inputs (contextual factors and assets) and implementation strategies that have been uncovered in research that has started to recognize the importance of highlighting ‘how’ recreational settings can bring about developmental benefits for the youth involved. For the latter, the connection between PYD-based recreation and youth’s sense of community stewardship are discussed. Specifically, several life skills and positive characteristics that youth can gain from programs can build upon their capacity and willingness to be contributors to their community’s development.

Appendices

Appendix 1: Program Features and Activities that Promote PYD

Program Features

Developmentally Supportive Adults

• Many present (Bean & Forneris, 2016; Mahoney & Stattin, 2000)

• Positive qualities: Encouraging, caring, and personable (Riley & Anderson-Butcher, 2012).

• High quality social relationships with youth: Leader autonomy support, leader emotional support, youth feel they belong (McDonough et al., 2013) and mutual trust (Flett et al., 2013)

• Hold high expectations of youth (Flett et al., 2013; Trottier & Robitaille, 2014)

• Are knowledgeable: On youth education and facilitation (Mainieri & Anderson, 2015b)

Perceived Atmosphere

• Skill focused (Flett et al., 2013; Neely & Holt, 2014)/Education focused (Flouris et al., 2016)

• Supportive (Bean & Forneris, 2016)

• Full of positive role models (Flouris et al., 2016)

• Fun (Flouris et al., 2016; Mainieri & Anderson, 2015b; Riley & Anderson-Butcher, 2012)

• Free (Mainieri & Anderson, 2015b)

• Comfortable (Mainieri & Anderson, 2015b)

• Non-judgemental (Mainieri & Anderson, 2015b)

• Physically and Psychologically Safe (Flouris et al., 2016; Mainieri & Anderson, 2015b)

Resources and Opportunities

• Connections with positive peers and adults (Bean & Forneris, 2016; Riley & Anderson-Butcher, 2012)

• Connections with others outside of program (Flouris et al., 2016)

• New experiences (Neely & Holt, 2014)

• Opportunities that broaden perceptions and aspirations (Riley & Anderson-Butcher, 2012)

Activities

• Role Modeling (skills & behaviours; Bean et al., 2016; Camiré et al., 2012; Flett et al., 2013)

• Mentoring (one-on-one helping and advising; Morgan et al., 2016)

• Awareness talks (Riley & Anderson-Butcher, 2012; Trottier & Robitaille, 2014)

• Intentionally designed interventions/activities (Bean et al., 2016; Flett et al., 2013; Fuller et al., 2013; Riley & Anderson-Butcher, 2012; Weiss et al., 2013)

• Evaluation/Reflection (Bean et al., 2016; Trottier & Robitaille, 2014)

Other Concerns

• Preparing youth for more challenging activities (Bean & Forneris, 2016; Flouris et al. 2016; Mainieri & Anderson, 2015b)

• Having youth practice life skill transfer (Camiré et al., 2012; Flett et al., 2013; Fuller et al., 2013; Trottier & Robitaille, 2014)

• Teachable moments (i.e., making youth aware of usefulness of skills in other contexts; Bean et al., 2016; Camiré et al., 2012)

Appendix 2: Positive Developmental Outcomes of PYD Programs

Short-Term Outcomes

Interpersonal Life Skills

• Social skills/interpersonal skills/communication skills (Bean et al., 2016; MacDonald et al., 2011; Riley & Anderson-Butcher, 2012; Vella et al., 2011; Weiss et al., 2013)

• Respect (Bean et al., 2016)

• Responsibility (Bean et al., 2016; Weiss et al., 2013)

• Empathy (Holt et al., 2012)

• Ability to compromise (Camiré et al., 2009)

• Teamwork/collaboration skills (Camiré, et al., 2009; Mainieri and Anderson, 2015b)

Intrapersonal Life Skills

• Emotional regulation (Bean et al., 2016; Riley & Anderson-Butcher, 2012)

• Focus (Bean et al., 2016)

• Goal setting (Bean et al., 2016; MacDonald et al., 2011; Morgan et al., 2016; Vella et al., 2011)

• Initiative (MacDonald et al., 2011)

• Time-management skills (Camiré et al., 2009)

• Self-efficacy (Camiré et al., 2009)

• Organization (Morgan et al., 2016)

• Positive self-perceptions & attitude (Neely & Holt, 2014; Weiss et al., 2013)

• Counteracting negative thoughts/turn frustration to constructive actions (Weiss et al., 2013)

Interpersonal and Intrapersonal Life Skills

• Leadership (Camiré et al., 2009; Mainieri & Anderson, 2015b; Vella et al., 2011)

Long-Term Outcomes

Life Skill Transfer

• School (Bean et al., 2016; Weiss et al., 2016)

• Home (Bean et al., 2016; Weiss et al., 2016)

• Social Situations/public/community (Bean et al., 2016; Weiss et al., 2016)

• In order to achieve future aspirations (Bean et al., 2016)

The Five Cs and Contribution

• Competence, Connection, Character, Caring (Bowers et al., 2010; Fuller et al., 2013; Jelicic et al., 2007; Lerner et al., 2005b; Phelps et al., 2009; Vella et al., 2011),

• Confidence (Bowers et al., 2010; Fuller et al., 2013; Jelicic et al., 2007; Lerner et al., 2005b; Phelps et al., 2009; Vella et al., 2011)

• Contribution (Bowers et al., 2010; Fuller et al., 2013; Jelicic et al., 2007; Lerner et al., 2005b; Mainieri & Anderson, 2015b; Phelps et al., 2009; Vella et al., 2011)