Year: 2021

During the holidays, homeless charities experience an increase in donations, and while charitable generosity in any capacity is valuable, homelessness is a pervasive issue that cannot be resolved with donations alone. Additionally, research is needed to find long-term solutions to promote meaningful societal change.

Research suggests that 40% of the U.S. homeless population is under 18 years of age (Rawhide Youth Services, 2019). Additionally, over a 12-month period, a study found 1-in-30 youth between the age of 13-17 experienced a form of homelessness; this figure was 1-in-10 for 18–25-year-olds (Morton et al., 2018). Many young people experiencing homelessness fall under the category of hidden homeless, that is, people who are not street homeless (what most of us think when we hear homelessness) but are experiencing insecure living conditions (i.e., sofa surfing) or are housed in sheltered accommodation (i.e., youth housing services).

The Issues Are Apparent, But What Are the Solutions?

At present, there are no definitive guidelines for best practice when working with young people experiencing homelessness. However, evidence from peer-reviewed studies suggests that programs that are psychologically informed, strengths-based, and provide opportunities for life skills development can promote resilience, well-being, reduction in substance use, and social inclusion benefits (Bani-Fatemi et al., 2020; Cronley et al., 2017; Cooley et al., 2020; Krabbenborg et al., 2017a, 2017b; Parry et al., 2020; Quinton et al., 2021).

Findings from the existing evidence base suggest strong similarities between program features and outcomes reported in youth homelessness with those commonly seen in the field of Positive Youth Development (PYD). For example, Lerner and colleagues’ (2011) conceptual model of PYD includes personal growth (i.e., reflected through the five Cs) and reductions in risk behavior (see Figure 1).

Moreover, interventions for young people experiencing homelessness also capture social inclusion outcomes, such as successful integration into employment, education, or training programs (Homeless Link, 2018). Facilitating social inclusion changes in youth reflect positive changes in contribution, which is sometimes referred to as the sixth C of PYD.

Figure 1: Conceptual model of PYD from Lerner et al., 2011

This blog post outlines two interventions targeting young people experiencing homelessness that demonstrate similarities with core principles of PYD. These interventions are My Strengths Training for Life™ (MST4Life™) and The Houvast Intervention.

MST4Life™

MST4Life™ is a program that I (Dr. Ben Parry) worked on and studied while completing my PhD at the University of Birmingham, UK. The program was designed in collaboration with a housing organization that supports young people at risk of or experiencing homelessness between 16-24 years of age.

The purpose of MST4Life™ was to engage young people who were not engaged in education, employment, and training through a program grounded in strengths-based principles of sport psychology and promoted transferable skills applicable for personal growth and social engagement (https://www.sprintproject.org/projects).

Below is a figure reflecting MST4Life™’s delivery model and underpinning theories and approaches. You can read more about MST4Life™ on their website (sprintproject.org) and in peer-reviewed publications listed at the end of this post (e.g., Parry et al., 2020).

Figure 2: Delivery model and underpinning approaches included in MST4Life™

A PYD lense was adopted for MST4Life™ when evaluating the program’s mechanisms and impact, with findings suggesting participants experienced growth in five Cs of PYD and a range of transferable life skills. Subsequently, PYD became a core theory when training housing organization staff to deliver and evaluate strengths-based programs through my research and ongoing program evaluations.

The Houvast Intervention

The Houvast intervention is a strengths-based approach to service delivery in Dutch housing services supporting young adults (17-26 years; Krabbenborg et al., 2017a, 2017b). Research suggests that homeless service users receiving care according to Houvast guidelines experienced positive changes in outcomes, such as quality of life, family relations, resilience, competence, autonomy, depression, financial situation, and health (Krabbenborg et al.,2017a). The Houvast intervention has also been found to promote basic psychological needs (i.e., autonomy, relatedness, competence) (Krabbenborg et al., 2017b).

The Houvast intervention’s strengths-based philosophy of the program aligns with the core tenets of PYD. For instance, when outlining the Houvast approach, Krabbenborg and colleagues (2013) emphasize using strengths-based assessment tools and recognizing service users’ personal qualities. Houvast’s approach to service provision resonates with Damon’s (2004) view that PYD aims to, “manifest potentialities rather than the supposed incapacities of young people – including young people from the most disadvantaged backgrounds and those with the most troubled histories” (p. 17).

The Houvast intervention is an example of how incorporating strengths-based practices into service provision can make youth housing services more than just a ‘roof over their heads’. By taking a psychologically informed approach, youth housing services can be a setting that nurtures young people’s well-being, support their growth, and help them make meaningful and sustainable changes in their transition out of homelessness. Indeed, a psychologically-informed approach was adopted in the housing service that implemented MST4Life™ (Cumming et al., 2017).

What Can We Take From the Interventions Discussed?

• Compared to youth housing services in the U.S. – for young people experiencing homelessness in the U.S., research suggests that the majority of interventions take place within housing services, akin to those included in Houvast and MST4Life™ (Morton et al., 2020). This suggests adopting a systems approach, that is, implementing change at an individual, program, and organizational level could be a viable method to incorporating PYD in youth housing services.
• Older adolescence and early adulthood – PYD may look different for older groups experiencing homelessness; for example, adult-youth relationships may benefit from a trauma-informed approach. Additionally, there may be a need to adapt life skills curricula to focus on employment and independent living.
• Applied practice – MST4Life™ researchers have used findings from the program to develop free guides for developing, implementing, and evaluating strengths-based approaches in collaboration with youth housing services (sprintproject.org/toolkits).

Conclusion

There is a need for researchers and practitioners in youth development to mobilize their skills and expertise towards addressing youth homelessness. Specifically, PYD can be an organizing framework to inform evidence-based practices and programs that nurture developmental growth by recognizing skills and strengths.

Finally, if this blog has sparked your curiosity to study youth development in higher education, Clemson University offers an online Master of Science degree in Youth Development Leadership (36 credit hours, 12 courses, 2 years) as well as a Graduate Certificate in Youth Development Leadership (15 credit hours, 5 courses). These programs are uniquely designed for professionals working in youth development settings. For more information, visit https://www.clemson.edu/cbshs/departments/prtm/degrees/graduate-degrees/youth-development-leadership.html or email youthdev@clemson.edu.

References

Bani-Fatemi, A., Malta, M., Noble, A., Wang, W., Rajakulendran, T., Kahan, D., & Stergiopoulos, V.  (2020). Supporting Female Survivors of Gender-Based Violence Experiencing Homelessness: Outcomes of a Health Promotion Psychoeducation Group Intervention. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.601540

Cooley, S. J., Quinton, M. L., Holland, M. J. G., Parry, B. J., & Cumming, J. (2019). The Experiences of Homeless Youth When Using Strengths Profiling to Identify Their Character Strengths. Frontiers in Psychology. Advanced online publication: https://doi.org/10.3389/fpsyg.2019.02036

Cronley, C., & Evans, R. (2017). Studies of resilience among youth experiencing homelessness: A systematic review. Journal of Human Behavior in the Social Environment, 27(4), 291–310. https://doi.org/10.1080/10911359.2017.1282912

Cumming, J., Skeate, A., Giles, A. (2017). Case Study 130: St Basils Psychologically Informed Environments – meeting the emotional and psychological needs of young homeless people. Housing Learning and Improvement Network. https://stbasils.org.uk/wp-content/uploads/2019/10/1_PIEHLIN_CaseStudy_130_StBasilsPIE_v01.pdf

Damon, W. (2004). What Is Positive Youth Development? Annals of the American Academy of Political and Social Science, 591(January), 13–24. https://doi.org/10.1177/0002716203260092

Homeless Link Research Team (2018). Young & Homeless 2018. https://doi.org/10.3171/2016.4.JNS152896

Krabbenborg, M. A., Boersma, S. N., Beijersbergen, M. D., Goscha, R. J., & Wolf, J. R. (2015). Fidelity of a strengths-based intervention used by dutch shelters for homeless young adults. Psychiatric services (Washington, D.C.), 66(5), 470–476. https://doi.org/10.1176/appi.ps.201300425

Krabbenborg, M. A. M., Boersma, S. N., van der Veld, W. M., Vollebergh, W. A. M., & Wolf, J. R. L. M. (2017a). Self-determination in relation to quality of life in homeless young adults: Direct and indirect effects through psychological distress and social support. Journal of Positive Psychology, 12(2), 130–140. https://doi.org/10.1080/17439760.2016.1163404

Krabbenborg, M. A. M., Boersma, S. N., van der Veld, W. M., van Hulst, B., Vollebergh, W. A. M., & Wolf, J. R. L. M. (2017). A cluster randomized controlled trial testing the effectiveness of Houvast: A Strengths-based intervention for homeless young adults. Research on Social Work Practice, 27(6), 639–652.https://doi.org/10.1177/1049731515622263

Krabbenborg, M. A. M., Boersma, S. N., & Wolf, J. R. L. M. (2013). A strengths based method for homeless youth: Effectiveness and fidelity of Houvast. BMC Public Health, 13, 359–369. https://doi:10.1186/1471-2458-13-359

Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., … Napolitano, C. M. (2011). Positive Youth Development: Processes, Programs, and Problematics. Journal of Youth Development, 6(3), 38–62. https://doi.org/10.5195/JYD.2011.174

Morton, M. H., Dworsky, A., Matjasko, J. L., Curry, S. R., Schlueter, D., Chávez, R., & Farrell, A. F. (2018). Prevalence and Correlates of Youth Homelessness in the United States. Journal of Adolescent Health, 62(1), 14–21. https://doi.org/10.1016/j.jadohealth.2017.10.006

Morton, M. H., Kugley, K., Epstein, R., & Farrell, A. (2020) Interventions for youth homelessness: A systematic review of effectiveness studies. Children and Youth Services Review, (116), https://doi.org/10.1016/j.childyouth.2020.105096

Parry, B. J., Thompson. J. L., Holland, M. J. G., Quinton, M. L. & Cumming, J. (2020). Improving Outcomes in Young People Experiencing Homelessness with My Strengths Training for Life™ (MST4Life™): A Qualitative Realist Evaluation. Children and Youth Services Review. 121, 105793https://doi.org/10.1016/j.childyouth.2020.105793

Rawhide Youth Services (2019). Homeless Youth: America’s Hidden Population. https://www.rawhide.org/blog/infographics/homeless-youth-americas-hidden-population/?gclid=Cj0KCQiAqbyNBhC2ARIsALDwAsDsUeOcCuFw4bcEGFwo8CEFvMvMMJowcOfiw0JwnBkN25Z9hSff0XcaArc4EALw_wcB

November is Academic Writing Month, a month that encourages academics to be more intentional about dedicating time and effort to their writing pursuits. However, this task can be easier said than done, and there can be a whole host of barriers when trying to commit to our academic writing pursuits.

More often than not, the biggest barriers we face are the ones we create for ourselves. For example, we might be hesitant about starting (cue procrastination), or perhaps we find we don’t have the time (cue literally any other task!). We might also find ourselves starting with the best intentions and goals, but by the end of the day, we’ve only managed to write (and rewrite) the same paragraph multiple times to the point of perfect imperfection (aka, we’re chasing the elusive goal of a perfect first draft).

If you find any of these barriers apply to you or want to learn some new tips for making your academic writing process more productive, this blog post is for you! Below are some strategies and recommendations suggested by our Youth Development Leadership (YDL) team and other resources that can help you thrive with your academic writing.

Overcoming Writer’s Block

We all experience writer’s block, including our esteemed colleagues in the YDL team. Dr. Lauren Stephens has been a part of 8 peer-reviewed articles, including a recent publication with Dr. Ed Bowers (also a part of our YDL team) that was the most cited research article of the past three years in the Department of Parks, Recreation, Tourism and Management at Clemson University (https://news.clemson.edu/cbshs-recognizes-research-publication-and-scholarship/).

However, Dr. Stephens also experiences the effects of writer’s block. Below, she reflects on how she navigates the feeling of being stuck when writing:

When I’m feeling “stuck” writing (think major writer’s block), it’s often because I’m staring at a blank Word doc and thinking through just how far I have to go to get to the final product. When this happens, I close the Word doc and open up the Notes application on my Mac and begin jotting down ideas there. Sometimes, I start with the introduction. Other times, I’ll pull together some ideas from what I’ve been reading that will eventually become the literature review. In this process, the task doesn’t change (I’m still drafting the paper); however, the mindset does. No longer do I have an ominous, blank, white page staring back at me – with the eventual high stakes of other scholars critiquing my work looming in the dark corners of my brain. Now, instead, I have a lower stake, a more casual forum to start jotting down my ideas. The pressure is gone. Writing seems less about the audience and more about telling my story. Others can’t read what I haven’t yet written, and so, the task becomes simply that – to let the words flow. To write.

So, what can we take from Dr. Stephens and her approach to overcoming writer’s block?

• “How far I have to go” – break down an overwhelming writing goal into smaller chunks
• “Lower the stakes” – there are other ways of writing that aren’t on a Word doc; why not lower the stakes and switch to notes instead?
• “Telling my story” – your piece will have a narrative; taking time to understand what this is will enhance the quality of your writing and make the process feel more intrinsically valuable.

Dr. Stephens’ writing success is also due to her ability to be intentional with her time. Knowing how to use your time effectively is an important skill to develop when becoming a more proficient writer.

Being Intentional with Your Time

As we suggested earlier in the blog post, we often feel like we don’t have the time to write; this feeling can be because we either (a) feel like writing has to be a long, drawn-out process or (b) we do not manage our time effectively (or both!). Below are some tips for making our writing process more efficient.

1. The Pomodoro method

The Pomodoro method is an approach to time management that helps you intentionally dedicate time to your writing and taking a well-earned break.

The Pomodoro method proposes that you set a timer for 25 minutes; this period is your work time. After the 25 minutes, you set another timer for 5 minutes, this period is your break time. After completing between 3 to 5 Pomodoros (including work and break time), you take a 15 to 25-minute break to refresh your mind and body.

The method is simple but effective, and it can help you remain more focused by breaking up your time into more manageable chunks. It can also help break down your writing goals; for example, you may want to dedicate 3-5 Pomodoros to focus on a particular section of your essay, manuscript, or report.

2. The ‘writing brain’ vs the ‘editing brain’

Another trap we can fall into when trying to write is editing our writing at the same time.

Our writing brain is creative and likes room to explore possibilities, but it can be more introverted and need a bit of encouragement. On the other hand, our editing brain is critical and provides pretty clear feedback on what is right or wrong with our writing; it is also typically the louder voice and, if not harnessed correctly, can be linked to negative self-talk while trying to write.

If we try to edit while we write, we’re effectively trying to multitask two separate cognitive processes. Not only does research suggest we cannot multitask (Rosen, 2008), but when we attempt to, multitasking hinders our progress, effectiveness, and enjoyment of the tasks we’re attempting. Unfortunately, the edit-while-you-write approach is common and probably why most of us find academic writing a drawn-out and painful pastime.

So, what can you do to stop (or at least minimize) the edit-while-you-write strategy? Daphanie Gray-Grant, also known as the publication coach, suggests some of the following tips:

• Turn the monitor off – while this may seem like a drastic strategy, the rationale behind it is that your editing brain cannot be active if it has nothing to look at and, therefore, have nothing to critize. However, touch typing proficiency is recommended for this; otherwise, your sentences may not make sense when your turn the screen back on!
• New day new Word doc – the idea behind this strategy is to resist the urge to go back and edit work you’ve already done by starting on a new document each day. However, you don’t necessarily want this to be a blank page (as Dr. Stephens suggests). So, Ms. Gray-Grant proposes that before you finish off a writing day, you should copy and paste the last bit you wrote in a new document to follow on from the next day.

You can see the rest of Daphanie Gray-Grant’s tips on her blog post – https://www.publicationcoach.com/7-ways-to-stop-editing-while-you-write/

Academic Writing in YDL

In addition to the tips and strategies we’ve shared, we also strongly believe in the motivating force of having a passion for the topic you’re writing about. As our very own Dr. William Quinn puts it, “the writer should want to shout their message to world!”

Our YDL team believes in conducting research that have an applied impact in the lives of young people, youth professionals, families and communities, and inform positive changes in in youth organizations and at policy level. Therefore, what drives our motivation when writing is the thought of producing output that closes the gap between research and practice in the field of YDL.

So, when you undoubtedly face some barriers during your academic writing, think about what is driving you to write, what are you passionate about, and what you hope the impact of your writing might be? We often aim to write an aspirational and inspirational conclusion in our academic writing; however, our aspirations and inspirations can also be the perfect starting point too.

Finally

If you’re interested in pursuing academic writing in higher education, Clemson University offers an online Master of Science degree in Youth Development Leadership (36 credit hours, 12 courses, 2 years) as well as a Graduate Certificate in Youth Development Leadership (15 credit hours, 5 courses). These programs are uniquely designed for professionals working in youth development settings.

For more information, visit https://www.clemson.edu/cbshs/departments/prtm/degrees/graduate-degrees/youth-development-leadership.html or email youthdev@clemson.edu.

References

Belcher, W. L. (2019). Writing Your Journal Article in Twelve Weeks: a guide to academic publishing success. Writing Your Journal Article in Twelve Weeks. Chicago Press.

Mewburn, I. Firth, K. & Lehmann, S. (2018). How to fix your academic writing, by Inger Mewburn (Author), Katherine Firth (Author), & Shaun Lehmann (Author). Open University Press.

Rosen, C. (2008). The myth of multitasking. The New Atlantis, (20), 105-110. https://bit.ly/3qQOTgP 

Website

https://thoughtco.com/can-people-really-multitask-1206398

https://todoist.com/productivity-methods/pomodoro-technique

https://storygrid.com/writers-vs-editors-brains/

Introduction

As the Tigers prepare to face Connecticut this weekend, the game is dedicated to military servicemen and servicewomen to show gratitude for their service to the United States of America. Recognized as Military Appreciation Day, the event is a great opportunity to highlight research by the Youth Development Leadership (YDL) faculty and students targeting military youth and their families.

This month’s blog post focuses on the research conducted by experts in the Youth Development Leadership (YDL) field, working in the Department of Parks, Recreation and Tourism Management at Clemson University (see author details at the end of this piece).

The YDL research team worked collaboratively with the Boys and Girls Clubs of America (BGCA) to evaluate the impact of a Military Teen Ambassadors (MTA) program. The study evaluated participants’ knowledge of resiliency and family reintegration following deployment. The full text of article can be found here, https://tinyurl.com/sxwfzjs. This blog post outlines some of the study details and key findings, discusses practical implications, and suggests possible next steps to build upon the research.

A Little about the Study and the Context

______________________________________________________________________________________________

“Nearly one million youth (ages 20 and under, or 21–22 if enrolled as full-time students) have parents serving on active duty across all four branches of the U.S. military (Department of Defense, 2018)”, from Weston et al., 2021.

______________________________________________________________________________________________

The BGCA is an organization that offers targeted support through trained staff, developmental resources, and evidence-based practices that aims to enhance young people’s sense of resilience and promote awareness and skills to manage reintegration processes. BGCA’s logic model is provided below.

The BGCA’s MTA program invites participants from exemplary sites across the globe to take part in a three-day youth leadership development program held in the in the United States. The MTA program is a youth-led, hands-on experience where the participants learn about resiliency, reintegration, and personal development skills from trained peers and adult advisers (known as the Steering Committee). You can learn more about the MTA program and the BGCA more generally over at their website: https://www.bgca.org/.

Resilience

Resilience for young people is a reflection of their ability to persevere through and withstand stressors and challenges in life by using adaptive coping mechanisms, such as personal attributes and the support of those around them. In other words, resilience is considered one’s ability to bounce back. The BGCA teaches resilience to young people using the 7 Cs of resilience model (Ginsburg & Jablow, 2005).

Family Reintegration Following Deployment

In military families, a process of reintegration is when a parent comes back to the family home following a sustained period of deployment (Marek et al., 2014). This can be a difficult process for families to manage as they try to balance feelings of excitement with a return to pre-deployment routines and lifestyles. Reintegration can also be a particularly difficult transition for young people to manage; for example, young people are likely to experience development changes while their parent is away on duty, and if these changes are not recognized by the parent, the child can feel disappointed (Huebner et al., 2007).

Study Purpose and Methodology

Main Findings

• The 7 Cs of resiliency was a helpful framework for enhancing participants’ knowledge of resilience, with the majority of participants being able to successfully describe the 7 Cs. Additionally, participation in the program was associated with growth in developmental outcomes associated with resilience, such as competence and confidence.
• Participation in MTA was associated with significant increases in knowledge of reintegration. Additionally, most participants correctly defined reintegration. The study’s findings point to a unique approach to preparing for reintegration through a leadership program centered specifically on military youth.
• Participants reported increases in self-perceived personal growth, reflected through improvements in confidence, competence, responsibility, leadership, and public speaking. There were also improvements in perceptions of leadership skills.
• Results from follow-up measures highlight how participants made positive contributions to their communities, such as program participation and collaboration with community leaders. Additionally, participants demonstrated a greater understanding of fellow youths’ needs.

Overall, findings from the study identified how the BGCA as an organization, and the MTA program more specifically, provides a service to young people that enhances knowledge of resilience and reintegration and nurtures feelings of personal growth.

Practical implications

In sum, resilience and reintegration knowledge can strengthen military youths’ resolve and promote experiences of personal growth. Programs aiming to promote knowledge of resilience and reintegration would be well advised to include leadership opportunities, youth-led content and delivery, asset-based learning, and the 7 Cs of resilience. It is possible that similar recommendations could be applied to other groups of young people experiencing separation from significant care givers (e.g., incarcerated parents); however, additional research is required.

It should be noted that the findings from research with military youth may not be applicable in different settings. Additionally, our recommendations should be interpreted with caution considering potential limitations of the research (e.g., difficulties to determine exact cause and effect).

What’s Next?

The YDL team at Clemson University continues to partner with the BGCA to evaluate the MTA program and other core components of the organization. Currently, an exciting research project is being conducted to understand the nuances of how the MTA program influences the future trajectories of young people and advisors that take part.

More broadly, we believe future research that explores the benefits of asset- and leadership-based programs for youth who are vulnerable to sustained parental detachment, like military youth, would provide valuable contributions to the field of youth development and produce research that can have a positive applied, social impact.

______________________________________________________________________________________________

We would also love to hear what you think future research could do to further our understanding. Feel free to use the comment box provided for this post to share your thoughts!

______________________________________________________________________________________________

Like What You’ve Read?

If you’ve got a passion for working with young people and want to further your expertise in youth development through an advanced credential, take note of the points and resources below:

Clemson University offers an online Master of Science degree in youth development leadership (36 credit hours, 12 courses, 2 years) as well as a Graduate Certificate in youth development leadership (15 credit hours, 5 courses). These programs are uniquely designed for professionals working in youth development settings. For more information, visit https://www.clemson.edu/cbshs/departments/prtm/degrees/graduate-degrees/youth-development-leadership.html or email youthdev@clemson.edu.

To connect with or learn about the authors of this research, see the links below:

• Dr Kayla Weston
  • https://www.researchgate.net/profile/Kayla-Weston-5
  • https://www.linkedin.com/in/kayla-weston-71a8408a/
• Dr Barry Garst
  • https://www.researchgate.net/profile/Barry-Garst
  • https://www.clemson.edu/cbshs/about/profiles/index.html?userid=bgarst
• Dr Ed Bowers
  • https://www.researchgate.net/profile/Edmond-Bowers
  • https://www.clemson.edu/cbshs/about/profiles/index.html?userid=edmondb
• Dr William Quinn
  • https://www.clemson.edu/cbshs/about/profiles/index.html?userid=wquinn

References

Department of Defense. (2018). 2018 demographics – Profile of the military community. Retrieved from http://download.militaryonesource.mil/12038/MOS/Reports /2018-demographics-report.pdf.

Ginsburg, K. R., & Jablow, M. M. (2005). Building resilience in children and teens: Giving kids roots and wings. American Academy of Pediatrics.

Huebner, A. J., Mancini, J. A., Wilcox, R. M., Grass, S. R., & Grass, G. A. (2007). Parental deployment and youth in military families: Exploring uncertainty and ambiguous loss. Family Relations, 56(2), 112–122. https://doi.org/10.1111/j.1741-3729.2007.00445.x

Marek, L., Hollingsworth, W. G., D’Aniello, C., O’Rourke, K., Brock, D., Moore, L., & Wiles, B. (2014). Returning home: What we know about the reintegration of deployed service members into their families and communities. NCFR Report Magazine.

Adam Beeco, Ph.D., program manager of policy, planning and compliance in the Natural Sounds and Night Skies Division (NSNSD) of the National Park Service (NPS) was recently honored with the Dwight A. Holder Award by the Clemson University Institute for Parks in recognition of his outstanding work as a conservation researcher and teacher in the environmental field.

The institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Dwight A. Holder Award recognizes academic professionals that exemplify Mr. Holder’s illustrious career as an entrepreneur and public servant, which included leading South Carolina’s parks to a new era of service. Dr. Beeco received this award for outstanding work and sustained achievement that fosters understanding, wise use and conservation of natural and cultural resources.

“As a social scientist for the National Park Service, Adam has applied his understanding of the human dimensions of natural resources to assessing the impacts of noise and light pollution on protected areas,” said Bob Powell, director of Clemson University’s Institute for Parks. “His research strives to protect two critical aspects of the park experience: its resources and visitors.”

Prior to his role with the NPS, Beeco worked as an outdoor recreation planner for the Federal Energy Regulatory Commission (FERC) in the Division of Hydropower Licensing in Washington, DC. At FERC, he worked on interdisciplinary teams throughout the licensing process to balance the benefits of hydropower generation with the impacts on environmental resources, including fisheries, wildlife, economics, land use and recreation.

Beeco received his Ph.D. in parks, recreation and tourism management from Clemson University where he also received an Outstanding Alumnus Award in 2019. He is currently an adjunct professor at the University and has taught both undergraduate and graduate classes on the human dimensions of natural resources. His research interests include spatial mapping and modeling, visitor tracking, impacts of noise and light pollution on protected areas and indictors and thresholds-based planning.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

Marc J. Stern, Ph.D., professor in the Department of Forest Resources and Environmental Conservation at Virginia Tech, was recently honored with the William C. Everhart Award by the Clemson University Institute for Parks in recognition of sustained achievements that provide creative insights and that foster an appreciation of our natural and cultural heritage.

The Institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. The awards are named for visionary leaders who make significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

In addition to his role as professor, Stern is a senior fellow of the Center for Leadership in Global Sustainability, scholar of the Institute for Parks, and serves as co-editor in chief for the Journal of Interpretation Research and associate editor for Society and Natural Resources. He is a prolific researcher and author whose contributions have impacted environmental initiatives, relationships between protected areas and local communities, natural resource planning processes, climate adaptation efforts and other elements of environmental governance.

“Marc has dedicated his career to research that improves human processes and equips leaders with the information and skills they need to manage and maintain protected areas,” said Bob Powell, director of Clemson University’s Institute for Parks. “His extensive research has led to notable changes in environmental education, interpretation and training across local and national agencies – and our lands are better for it.”

His research was the basis for a major revision to the U.S. Forest Service’s approach to training for planning processes associated with the National Environmental Policy and for revisions to the National Park Service’s approach to environmental education and interpretation.

Stern’s teaching and scholarship focus broadly on the human dimensions of natural resource management, environmental education and sustainability. He teaches courses in environmental education and interpretation at the undergraduate level and social science research methods and sustainability at the graduate level.

His recent book, Social Science Theory for Environmental Sustainability: A Practical Guide, published by Oxford University Press, translates decades of advancements in social science theory for everyday practitioners working in the environmental field.  His work on trust development and other theoretical advancements have been well-recognized in the field and were recently the focus of a keynote presentation for the International Association for Society and Natural Resources.

His current work focuses on improving environmental education and interpretation for diverse audiences, advancing collaborative processes associated with climate adaptation and enhancing planning processes for interpretation across the National Park Service.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

Linda Lanterman, State Parks Director for the Kansas Department of Wildlife and Parks, was recently honored with the Fran P. Mainella Award by the Clemson University Institute for Parks in recognition of her long-standing commitment to diversity and inclusion in our nation’s parks.

The institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical, and cultural heritage.

The Fran P. Mainella Award is named in appreciation of the dynamic career of Fran Mainella, the first female director of the National Park Service. The award recognizes sustained and innovative achievement by a woman in the management of America’s natural, historic and cultural heritage.

Lanterman serves as the current president of the National Association of State Outdoor Recreation Liaison Officers (NASORLO) and former president of the National Association of State Park Directors (NASPD), both organizations in which Director Mainella held leadership positions.

“Linda was a natural choice for this award as her passion and charismatic leadership are reminiscent of Director Mainella,” said Bob Powell, director of Clemson University’s Institute for Parks. “She is devoted to making our nation’s parks a place of beauty, refuge and solace to everyone who wishes to visit.”

Lanterman has long been a champion for the re-authorization of the Land and Water Conservation Fund (LWCF) and was active in the Great American Outdoors Act efforts, as well.  She spent time in Washington, DC, educating Congress on the importance of the re-authorization and was one of the point persons for America’s State Parks in the successful negotiations.

As President of the NASPD, she provided leadership for the organization and was instrumental in establishing NASPD’s partnership with Clemson University for the implementation of a webinar series for State Park professionals around the nation. Lanterman is a strong believer in education and training opportunities and has served at the State Park Leadership School for two terms.

In 2006, Lanterman was assistant director of Kansas State Parks when they hosted the NASPD conference that Director Mainella attended. During the event, Lanterman and Mainella spent time together, and Lanterman credits that experience for having a lasting impact on her life and career trajectory.

“Director Mainella made an impact on a young lady who never thought she could be a park director,” Lanterman said. “After that, I went on to become not only a park director, but also president of the NASPD.”

Linda is still in awe of Fran to this day, as she has made an impact on all parks and the people she has inspired.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

CLEMSON — Drew Lanham, Ph.D., award winning author, poet and Distinguished Alumni Professor in the Department of Forestry and Environmental Conservation at Clemson University will deliver a call to action for considering conservation more broadly at the 2021 George B. Hartzog Jr. Lecture at 2 p.m. Tuesday, Nov. 2, at the Brooks Center for the Performing Arts at Clemson University. The lecture is free and open to the public.

The Clemson University Institute for Parks presents the annual lecture and an accompanying awards program to showcase leading figures in the field of conservation. The lecture and awards program are named for George B. Hartzog Jr., the seventh director of the National Park Service.

As an author, poet and public intellectual, Lanham’s work addresses the confluence of race, place and nature. A conservation and cultural ornithologist, he has mentored nearly fifty graduate students, published extensively in scientific literature and taught courses in conservation biology, forest ecology, wildlife policy, ornithology and environmental literature and nature writing.

Lanham’s lecture is titled, “Our Ecology – Mercy, Mercy Me and Thinking Like a Mountain. A New and Louder Call for Considering Conservation More Broadly.”

He is an eco-social advocate, activist and progressive rural southerner intent on making a difference for his home place. His goal is to bend hearts and minds towards a more progressive region where lost cause will be remanded to memory and museums as nature stewardship expands through prisms of multiple ethnic hues. At heart, Lanham is a man in love with nature. He is a lifelong bird watcher, avid hunter, gatherer and conservationist and works to bridge his passions among the nature-loving public. His favorite birds are the ones with feathers.

Bob Powell, director of the Institute for Parks, says that Lanham’s lecture continues a long-standing tradition.

“The Hartzog Lecture Series brings park professionals and conservationists from all walks of life together to share ideas and explore topics that are critical to the future of our nation’s parks,” he says. “Drew is a visionary, and I know everyone who attends his lecture will be inspired.”

Earlier that same day, several other esteemed leaders in the field of conservation will be honored during the George B. Hartzog Jr. Awards Luncheon. Award winners include:

• Joel Berger, world-renowned conservationist, author and wildlife conservation chair in the Department of Fish, Wildlife and Conservation Biology at Colorado State University, will receive the Benton H. Box Award, which recognizes a leader who works to preserve the natural environment and an educator who inspires in students the quest for knowledge and encourages curriculum innovation.
• Cassius Cash, Superintendent of Great Smoky Mountains National Park, will receive the Walter T. Cox Award for his sustained achievement, public service, and leadership in conserving and managing public lands.
• Adam Beeco, Program Manager of Policy, Planning and Compliance in the Natural Sounds and Night Skies (NSNSD) of the National Park Service (NPS), will receive the Dwight A. Holder Award. This award recognizes outstanding work by doctoral graduates from the Clemson University parks, recreation and tourism management and forestry and environmental conservation departments.
• Marc J. Stern, professor in the Department of Forest Resources and Environmental Conservation at Virginia Tech, which recognizes sustained achievements that illuminate, provide creative insights and foster an appreciation of our natural and cultural heritage.
• Linda Lanterman, State Parks Director for the Kansas Department of Wildlife and Parks, will receive the Fran P. Mainella Award for sustained and innovative achievement by a woman in the management of North America’s natural, historic or cultural heritage.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

Cassius Cash, Superintendent of the Great Smoky Mountains National Park, was recently honored with the Walter T. Cox Award by the Clemson University Institute for Parks in recognition of his sustained leadership and achievement in public service and conservation.

The Institute for Parks presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service (NPS), to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Walter T. Cox Award recognizes park administrators that exemplify Dr. Cox’s distinguished career in education and public service, which included his tenure as President of Clemson University and as the Director of the Santee-Cooper Authority.

For the last five years, Cash, a native of Memphis, TN, has been back on his home turf serving as superintendent of the Great Smoky Mountains National Park – an accomplishment of which Jeff Hallo, Interim Chair of the Department of Parks, Recreation and Tourism Management at Clemson University, recognizes as no small feat.

“In his role as superintendent, Cassius has proven himself to be a devoted steward of the land,” Hallo said. “Managing a park of this size is not without its own set of challenges, but his vision for the park’s land and programs has visitors’ best interests in mind.”

Since his arrival in the Great Smoky Mountains in February of 2015, Cash continues to meet the demands of more than 11.4 million park visitors annually. Most recently, he supervised the opening of the newest 15-mile section of the Foothills Parkway which extends from Walland, TN, to Wears Valley, TN.

Cash has been an in-demand speaker for nearly four years, sharing his passion for leadership, wild places, and inspiring youth to become tomorrow’s leaders. He has spoken to the Knoxville Bar Association, National Boy Scouts of America, and to the Congressional Black Caucus, to name a few. He has also been interviewed and featured in several magazines and news outlet such as Knoxville’s CityView magazine, Huffington Post, Blue Ridge Countrymagazine and CBS News.

As Cash leads the Great Smokies Park into its 103^rd year, his message about the importance of embracing challenges and taking risks, the power of relationships and community and the importance of knowing yourself is just as relevant now as it was at the park’s conception.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

Joel Berger, world-renowned conservationist, author and wildlife conservation chair in the Department of Fish, Wildlife and Conservation Biology at Colorado State University, was recently honored with the Benton H. Box Award by the Clemson University Institute for Parks in recognition of his academic and instructional leadership in the environmental field.

The Institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Benton H. Box Award recognizes academic professionals that exemplify Dr. Box’s distinguished career as an educator and administrator. Berger earned this year’s award for outstanding leadership in conservation and the pursuit of knowledge that has taken him all over the world.

The breadth and depth of Joel’s contributions to the field of conservation are remarkable,” said Jeff Hallo, Interim Chair of the Department of Parks, Recreation and Tourism Management at Clemson University. “His research crosses cultures, pushes boundaries and strives to preserve and protect our planet. He is an invaluable leader in conservation.”

Berger grew up in Los Angeles, California, where his love for surfing and desert and mountain explorations sparked a passion for science. He realized at an early age the importance of understanding biological interactions – and in an effort to conserve the diverse natural resources of our planet, began his important work of studying endangered and lesser-known animal species, climate and environmental change and migration and connectivity. Most recently, his research has been focused on how society’s burgeoning passion for play and travel affect species on a local scale.

From studying muskoxen in the Russian and Alaskan Artic and wild yaks in the Himalayas to black rhinos in the Namib Desert of southern Africa, Berger’s work has taken him to the farthest reaches of the world and back again. He has published six books – one of which is “Extreme Conservation – Life at the Edges of the World” – and has garnered support from the Guggenheim Foundation, Smithsonian, National Geographic and the National Science Foundation. His work has also resulted in the only federally protected migration corridor, Path of the Pronghorn, in the United States.

“I know in my soul that the issue is not how many peer-reviewed publications we’ve scripted, but rather how we can reach and inform policymakers at levels that incite change,” said Berger. “We have to do more than just ‘science’ to advocate for our brilliant planet.”

Berger is currently the Barbara Cox Anthony University Chair in Wildlife Conservation at Colorado State University and a senior scientist for the Bronx-based Wildlife Conservation Society.

###

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

When Nicole Entrup first started her undergraduate degree program at Clemson University, she didn’t think that studying abroad would be an option.

“I’m from 12 hours away in New Jersey, so was already paying out-of-state tuition,” Nicole said. “When you think of study abroad, you think of this big cost, and I just didn’t think that it would necessarily be financially attainable.”

A recreational therapy major in the Department Parks, Recreation and Tourism Management, Nicole had always been curious about what the field was like in other parts of the world. When she was planning her upcoming academic year, her advisor told her that a core degree requirement could be completed as a study abroad in Australia, and that the cost was similar to in-state tuition.

“The in-state tuition for EDGE in Australia made studying abroad a lot more feasible for me,” she said. “I think that also being away from home kind of opened my mind to it too, because if I could handle coming to Clemson, I could also handle going abroad to another country to see what recreational therapy and adaptive sports look like there.”

All students majoring in parks, recreation and tourism management (PRTM) are required to take a semester-long program called EDGE as part of their undergraduate degree. The focus of the semester is to prepare students for their chosen profession, while also helping them build skills and knowledge needed to succeed, such as critical thinking, problem solving, creativity and collaboration.

Throughout the PRTM EDGE semester, students take advantage of multiple opportunities to learn content through the use of innovative teaching methods, undergraduate research, real-world experiences and experiential learning. Students taking the EDGE Abroad program in Australia benefit from an international context to their classroom instruction, giving them the opportunity to build global connections while exploring a different part of the world.

Nicole appreciated the program format, which gave her a manageable balance between classroom learning and building her own industry connections in her free time.

“It was a really good balance of working hard Monday through Thursday, and then you have the weekend to travel, because we don’t have Friday class,” said Nicole. “Every Wednesday would be an educational field trip to somewhere like the Australia Zoo, but we’d be there to learn from them, so it was a really cool, interactive learning experience.”

One of the connections Nicole made during her spare time was with the Sporting Wheelies and Disabled Association, which works to ensure that every Queenslander with a disability will have opportunities to live a more active and healthy life.

Nicole reached out to the group, attended one of their workshops and then arranged for her study abroad cohort to participate in a wheelchair basketball practice and learn more about the organization and the people it serves.

PRTM EDGE Abroad is led by PRTM faculty members Teresa Tucker and Charles Chancellor. Chancellor says that Nicole’s initiative created an exciting learning opportunity for both the students in her class and future EDGE Abroad students.

“She singlehandedly sought out the Sporting Wheelies and set up a field experience for the entire class to attend a workshop to learn about the organization that included a chance to meet and play wheelchair basketball with the athletes,” Chancellor said. “The evening was a huge hit and highlight for the entire class regardless of their emphasis area.”

Chancellor added that although EDGE Abroad students regularly make industry connections during the trip, it’s rare for a student to introduce a new industry connection for the program. The Sporting Wheelies event is now a regularly scheduled field experience on the EDGE Abroad itinerary.

Nicole is now working with recreational therapy faculty member Jasmine Townsend to involve the Sporting Wheelies in an international study of adaptive sport organizations. Nicole is also planning to pursue a master’s degree in recreational therapy after graduation, while looking for other ways to grow her Australian connections.

“I just found out that Brisbane, which is the city we stayed in, was just announced as the preferred host location for the 2032 Paralympic Summer Games,” Nicole said. “Hopefully by the time I’ve graduated and been in the field a bit, I can make my way back there with the Paralympics.”

While the on campus EDGE program is offered each fall, spring and summer, EDGE Abroad in Australia is only offered during spring semesters. Signups are underway for Spring 2022 and students are encouraged to contact their academic advisor for details.