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

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likely to internalize the positive values (e.g., goal-directed behavior, persistence, etc.) inherentto competitive sports (Pelletier et al., 2001). Interactions with coaches lead to feelings ofautonomy when the coach takes the athlete’s perspective, provides choice, reflects the other’sfeelings, and encourages initiative.A competence-supporting environment is one that provides youth with positive feedback ontheir skill development and creates feelings of self-efficacy. Such experiences can lead to selfdeterminedmotivation. Eisenman (2007) suggests that there are specific activities that adultscan do to teach students to be self-determined by modeling problem solving, settingperformance goals, monitoring completion of tasks, and evaluating products. Contexts thatsupport youth’s needs for competence are those that also have a high quality of relatednesswith the adult who appropriately organizes the activity to maximize skill-building, and provideseffective positive feedback.While relatedness is a need that can be met within the provision of autonomy and competence,there are some steps that adults can take to meet the need of youth to feel related andconnected to others. For example, in a review of studies on relationships between teachers andearly adolescents with high-incidence disabilities, Murray (2002) suggested the following forimproving relationships:• Recognize that youth need to feel supported by adults;• Provide students with opportunities to learn positive relationship skills with adults;• Learn more about students’ backgrounds, interests, and communities;• Develop increased awareness of classroom interactions; and• Model and expect appropriate behavior.Effective interpersonal behaviors can include talking to a child in a positive tone, giving a childclear directions, listening to a child, and using a child's name when talking to him or her(Paisley, & Ferrari, 2005). Such approaches to building relationships should be tuned to be ageappropriate;for example, teens may find teachers’ frequent use of their names to bepatronizing, whereas seven year old children may not.Individual youth characteristics should be considered as well. For example, in groups withstudents who have low-acceptance by peers or are aggressive, social skills traininginterventions can be used to focus on the affective quality of teacher-student interactions byincreasing teacher support of students through proactive positive comments and gestures(Hughes et al., 2001). Also, Guzick, Dorman, Groff, Altermatt, and Forsyth (2004) suggest thatfor youth who are low on social liking and social empathy, an appropriate approach by adultswould be to foster good relationships with students by focusing on praise and refraining fromridicule; in other words, being “cultivators rather than weeders,” (p. 367). Youth’s need forrelatedness can be met in contexts that are characterized by caring, interested, and sensitiveadult role models.The interpersonal relationships between youth and adults can serve as opportunities to meetneeds for autonomy, relatedness, and competence. The meeting of such needs is integral toyouth development, and can carry over into other parts of youth’s lives. While actual interactiontime with adults in youth programs may be small when compared to interactions with adultfamily members and teachers at school, the experience of a diverse support system of caringadults strengthens youth by providing additional resources that promote their development.
ConclusionThe merit of youth programs lies in their ability to foster relationships between youth andsupportive, caring adults. A SDT approach to relationship development organizes empiricallybasedinformation and practices that can inform practitioners as they create supportiverelationships that meet youth's needs. The implications from this article represent not so mucha new method of youth development, but a synthesized, youth-centered application ofpreexisting research and practice. While further research is needed to test this claim, it isbelieved that the application of this framework will result in increased participation in youthprograms and psychological well-being.Note: The authors wish to thank Dr. Jan Hughes for her valuable support in the development of thisarticle. This research was supported by the Elda K. Bradberry Recreation and Youth Development Chair.ReferencesAnderson-Butcher, D., Cash, S.J., Saltzburg, S., Midle, T., & Pace, D. (2004). Institutions ofyouth development: The significance of supportive staff-youth relationships. Journal of humanbehavior in the social environment, 9(1-2), 83-99.Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P. A. Cowan& M. Hetherington (Eds.), Family Transitions (pp. 111-163). Hillsdale, NJ: Lawrence Erlbaum.Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, andcommunity. Portland, OR: Western Regional Center for Drug-Free Schools and Communities.Birch, S.H., & Ladd, G.W. (1997). The teacher-child relationship and children’s early schooladjustment. Journal of School Psychology, 35(1), 61-79.Birch, S.H., & Ladd, G.W. (1998). Children's Interpersonal Behaviors and the Teacher-ChildRelationship. Developmental Psychology, 34(5), 934.Coie, J.D., Watt, N.F., West, S.G., Hawkins, J.D., Asarnow, J.R., Markman, H.J., et al. (1993).The science of prevention: A conceptual framework and some directions for a national researchprogram. American Psychologist, 48(10), 1013-1022.Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in humandevelopment. New York, NY: Plenum.DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H. (2002). Effectiveness of MentoringPrograms for Youth: A meta-analytic review. American Journal of Community Psychology, 30(2),157-197.Eccles, J.S., & Gootman, J.A. (Eds.). (2002). Community programs to promote youthdevelopment. Washington, DC: National Academy Press.Eisenman, L.T. (2007). Self-determination interventions: Building a foundation for schoolcompletion. Remedial and Special Education, 28(1), 2-8.
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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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Page 12 and 13: fostering skill learning and positi
Page 14 and 15: Table 1Participation in out-of-scho
Page 16 and 17: ResultsOur analyses were conducted
Page 18 and 19: watching TV, playing video games or
Page 20 and 21: Accordingly, this research augments
Page 22 and 23: Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
Page 28 and 29: section is a set of statements that
Page 30 and 31: Table 3Experience in the 4-H clubNo
Page 32 and 33: significantly higher than Caucasian
Page 34 and 35: p
Page 36 and 37: This study focused only on the 4-H
Page 38 and 39: Theokas, C., Lerner, J.V., Phelps,
Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
Page 46 and 47: 2. Find out what others think about
Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: Promoting Supportive Relationships
Page 52 and 53: focused on youth-adult relationship
Page 54 and 55: Conversely, more modern educational
Page 56 and 57: perhaps most importantly, the effic
Page 58 and 59: Organized youth programs, when stru
Page 62 and 63: Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65: Schweinle, A., Meyer, D.K., & Turne
Page 68 and 69: This study uses the “5 Cs” mode
Page 70 and 71: ResultsIn this analysis 48 codes we
Page 72 and 73: Table 3Inductive Codes Classified b
Page 74 and 75: CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
Page 78 and 79: practices and competitions, the gir
Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
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
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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Volume 3, Number 3, Winter 2008Arti
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Cross-Cultural UnderstandingThrough
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that plague these nations such as p
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2003). Youth leadership training in
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• enable these young people to pa
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We believe that the USPORT program
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West Virginia’s Response to theRo
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Ensuring good oral health requires
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Table 1Correlations between Planner
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problems in this rural state…This
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vacuum. Determination of factors, a
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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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