Promoting Positive Youth Development Through Teenagers-as-Teachers Programs

被引:15
作者
Worker, Steven M. [1 ]
Iaccopucci, Anne M. [1 ]
Bird, Marianne [1 ]
Horowitz, Marcel [1 ]
机构
[1] Univ Calif, Agr & Nat Resources, Novato, CA USA
基金
美国食品与农业研究所;
关键词
teenagers-as-teachers; cross-age teaching; positive youth development; 5; CS; CHILDREN; TEENS;
D O I
10.1177/0743558418764089
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
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.
引用
收藏
页码:30 / 54
页数:25
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