Listening to the Voices of Young People: Implications for Working in Diverse Communities

This commentary described a theoretical perspective (PVEST) authored by Spencer. The theory has been successfully implemented with school systems and communities alike. Based on findings from these past efforts, we recommend that researchers collaborate with community partners and vice versa. In doing so, equivalent voice must be shared in the planning, implementation, and discussion of the results. Also, programs initiated within community-based organizations must consider the developmental levels of students. Young people need safe spaces to "be young" and to experiment with who they want to become. This experimentation must provide opportunities to make mistakes and to learn from them. The issue discussed previously about the hypermasculine identity in urban African American males provides an example. These males need a safe space to test their extremes ideas about what constitutes masculine behavior. One strategy for providing this type of environment is to take them on a weekend camping experience where they do activities that are traditionally associated with masculine behaviors, such as whitewater rafting and sleeping under the stars. Our experience has taught us that males who have these types of safe experiences tend to open up to adults because they have had an opportunity to experiment with masculinity within a safe space. The language used in these programs is important, too. Adults in community organizations need to allow adolescents to be adolescents. As a transitionary period of life, adolescents often want to be seen as adults. However, they are not. Adults must allow them to have a childhood and adolescence. The most successful programs are associated with mutual trust and boundary setting. Adults must trust adolescents to demonstrate positive behaviors and set boundaries for the behaviors at the same time. This mutual respect comes from open communication and respect for youth voice.