Promoting Positive Youth Development through Teenagers-as-Teachers Programs

Autor/inn/en	Worker, Steven M.; Iaccopucci, Anne M.; Bird, Marianne; Horowitz, Marcel
Titel	Promoting Positive Youth Development through Teenagers-as-Teachers Programs
Quelle	In: Journal of Adolescent Research, 34 (2019) 1, S.30-54 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bird, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558418764089
Schlagwörter	Adolescent Development; Cross Age Teaching; Tutoring; Youth Programs; Interpersonal Competence; Self Esteem; Caring; Leadership Qualities; Role Models; Interpersonal Relationship; Student Responsibility; Student Characteristics; Adolescent Attitudes; California + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Jugendsofortprogramm; Interpersonale Kompetenz; Self-esteem; Selbstaufmerksamkeit; Care; Pflege; Sorge; Betreuung; Führungseigenschaft; Identifikationsfigur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kalifornien
Abstract	A promising approach to support positive youth development is having adolescents serve as teachers for younger children. Through a qualitative interview study, we explored adolescents' development in their role serving as teachers for younger elementary-age children during out-of-school time; programs were managed by the University of California 4-H Youth Development Program. We interviewed 32 teenagers (median age 15; 27 female, 5 male) about their experiences, growth, and learning. Through consensus-based inductive thematic analysis, we identified 26 codes that we analytically sorted and found they aligned with the six indicators outlined by the Five Cs of the positive youth development model. Adolescents reported positive experiences and their own growth in competence, confidence, connection, caring, character, and contribution. Furthermore, data indicated that contributing in a meaningful way was developed in tandem with the other Cs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01