Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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page in understanding why youth voice is important and appreciating what each group brings tothe table. Preparation for youth voice through such avenues as orientation, positiondescriptions, team building activities and careful selection of both youth and adults teammatesassures that youth and adults become partners and develop meaningful relationships thatprovide the respect and trust needed for youth voice to thrive.To build positive relationships, it is critical that youth and adults engage in open, honestdialogues around the strengths and weaknesses each brings to the project. Respectful sharingcan create an atmosphere that can result in trust, an essential element to positive youth andadult partnerships. Communicating high standards and clear expectations to all that areinvolved are critical to fostering a positive environment for youth voice (Carstarphen, 2001;Checkoway et al., 2003; Justinianno & Scherer, 2001; Mason & Goll, 2000; Young & Sazama,1999; Zeldin et al., 2000).While organizational culture can be a difficult area to enhance, it’s a vital element in creating aculture of youth voice. The organization needs to be modeled from all levels starting at top toprovide an avenue to promote and support youth voice on the front-line. As administrationsupports youth voice, linking the organizational vision to the role that youth voice plays in itsimplementation of the programming and support mechanisms is vital. Clear communication andexpectations of inclusion of youth voice needs to be demonstrated on multi-levels within theorganization. When it comes to promoting and supporting youth voice, experimentation andacceptance of failure must become part of the organizational culture. Professionals mustunderstand that failure is a part of the natural youth development process. To create system’schange, involvement of everyone is vital.Youth development professionals have an obligation to prepare, teach, coach and support bothyouth and adults in the decision-making process. Youth development professionals have theresponsibility to employ facilitation strategies that help promote equal voice. Therecommendations from this study should be implemented to insure equal and adequaterepresentation of youth and adults within youth organizations.ReferencesCarstarphen, D. (2001). The role of young people in the leadership organization. Washington,DC: Academy for Educational Development.Checkoway, B., Figueroa, K., & Richards-Schuster, K. (2003). Democracy multiplied in an urbanneighborhood: Youth force in the South Bronx. Children, Youth and Environments, 13, 1546-2250.Dillman, D. (2000). Mail and internet surveys, 2nd Ed. New York, NY: John Wiley & Sons.Fletcher, A. (2002). Broadening the bounds of involvement: Transforming schools with studentvoice. Retrieved March 6, 2005 from: www.studentinvolvement.netFrank, K. (2006). The potential of youth participation in planning. Journal of Planning Literature,20(4), 351-371.
Hillison, J. (1996). Agricultural Education and Cooperative Extension: The early agreements.Journal of Agricultural Education, 37(1), 9-14.Hirschi, T. (1969). The causes of delinquency. Berkley, CA: University of California Press.Hoover, A., & Weisenbach, A. (1999). Youth leading now! Securing a place at the table. NewDesigns for Youth Development, 15(3), 29–35. Retrieved on March 21, 2005 from:http://www.cydjournal.org/NewDesigns/ND_99Sum/Hoover.htmlJustinianno, J., & Scherer, C. (2001). Youth voice: A guide for engaging youth in leadership anddecision-making in service-learning programs. Washington, DC: Points of Light Foundation.Knowles-Yánez, K. (2005). Children’s participation in planning processes. Journal of PlanningLiterature, 20(1), 3–14.Kothari, R. (1996, December). Youth participation in youth development. Paper presented atthe Annual Meeting of the Comparative and International Education Society in Mexico City,Mexico.Laidlaw Foundation. (2001). Youth as decision makers: Strategies for youth in governance anddecision-making in recreation. Retrieved on March 26, 2005 from:http://www.laidlawfdn.org/files/YADM-fullreport.pdfLarson, R. (2000). Toward a psychology of positive youth development. American Psychologist,55(1), 170-183.Mason, H., & Goll, R. (2000). Youth-adult review of research findings: Hampton Coalition forYouth (Appendix A). In Zeldin, S., McDaniel, A., Topitzes, D., & Calvert, M. Youth indecisionmaking.Washington, DC: National 4-H Council. Retrieved March 5, 2005 from:www.atthetable.comMeucci, S., & Redmon, J. (1997). Safe spaces: California children enter a policy debate. SocialJustice, 24(3), 139-51.Miles, M.B, & Huberman, A.M. (1994). Qualitative data analysis, 2nd Ed., p. 10-12. NewburyPark, CA: Sage.Ministry of Youth Affairs. (2002). Youth development strategy aoteatoroa: Action for child andyouth development. Retrieved on August 29, 2006 from:https://www.myd.govt.nz/uploads/docs/0.7.6.5%20ydsa.pdfNational Youth Development Information Center (2000). What works: Essential elements ofeffective youth development programs. Retrieved on February 22, 2006 from:http://www.nydic.orgNewsome, J., & Scarela, J. (2001). Youth and boards: What’s the status? San Francisco YouthLeadership Institute. Retrieved on May 4, 2005 from:http://www.theinnovationcenter.org/pdfs/At_the_Table_Catalog.pdf
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
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Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
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Page 86 and 87: The present work builds upon that o
Page 88 and 89: MethodSample and Data CollectionAs
Page 90 and 91: (scores ranging from 0 to 8) and a
Page 92 and 93: Table 2Paired Sample T-tests Compar
Page 94 and 95: Hypotheses 5 and 6 were tested by c
Page 96 and 97: De Coverly Veale, D.M.W. (1987). Ex
Page 98 and 99: Story, M., Neumark-Sztainer, D., Sh
Page 102 and 103: Cronbach’s Alpha Score For Youth
Page 104 and 105: 12 to 18 years old. Fourteen of the
Page 106 and 107: Therefore, there was a mixed relati
Page 108 and 109: Youth respondents identified two ob
Page 110 and 111: are developed through working in a
Page 112 and 113: Seevers, B.S., & Dormody, T.J. (199
Page 116 and 117: With the many opportunities that yo
Page 118 and 119: meaningfully reduced involving dedu
Page 120 and 121: StaffingXTime/Schedule X X XTrainin
Page 122 and 123: “Involving adults that will allow
Page 124 and 125: “They can't drive or do not have
Page 128 and 129: Parker, L. (1999). If all youth ser
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 148 and 149: 4. Most primary behavior incidents
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
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Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
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Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
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Purpose of StudyThe purpose of this
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Students in the High computer gamin
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Do Higher Levels of 4-H LeadershipA
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IntroductionEmotional Intelligence
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second section examined demographic
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a constructive manner. The group is
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differences in the scores for the 1
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Adaptability include “Reality Tes
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ReferencesAmerican Academy of Pedia
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Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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