The Parks, Recreation and Tourism Management (PRTM) Blog

YDL Students and Alum Impact Clemson Summer Scholar’s Program

Summer Scholars is an academic summer camp for middle and high school students to experience life on Clemson campus as they start to think about the future prospect of attending college. While in the program, the students stay in residence halls, explore the campus and facilities, and take part in engaging courses that provide an insight into what it’s like to study at Clemson.

This year summer, one Youth Development Leadership (YDL) Master’s alumni and two current students are working in the program: Donna Buss (currently enrolled) is the Administrative Coordinator, Lacey Edgerton (class of 2022-currently enrolled) is the Director, and Leslie Heffington (class of, 2019 and current Ph.D. student), has a part-time role as Graduate Assistant.

With Donna and Lacey in management positions and Leslie working closely with the camp counselors, this year’s Summer Scholars policy and practices were directly informed by content taught through the YDL course. Here’s what Donna, Leslie, and Lacey felt the participation in YDL Master’s impacted their work this summer.

Making Changes to Summer Scholar’s Inclusion and Diversity policy – Donna Buss

Donna Buss photo.

I feel incredibly fortunate to work at Clemson University, where I can continue my education and work full time. Since beginning the YDL master’s program in Fall 2021, I have applied every paper and project to Summer Scholars. In one of the Master’s modules, we were tasked with creating a Diversity, Equity, and Inclusion Plan for our current program. I took this opportunity to make changes to the Summer Scholar’s inclusion and diversity policy; here’s a part of the plan that was implemented:

Summer Scholars believes in the dignity and the intrinsic worth of every human being. We welcome, affirm, and support young people of all abilities, experiences, races, ethnicities, socio-economic backgrounds, sexual orientations, gender identities and expressions, religion and non-religion, citizenship and immigration status, and any other category people use to define themselves or others.

We strive to become an increasingly inclusive and welcoming environment for our community, strongly affirming the value of inclusivity in all areas of camp life and culture. Summer Scholars encourages meaningful participation, and when we stumble, because sometimes we are not sensitive, we are committed to learn, invest, and reflect more deeply into the values we strive to uphold. As a community, we know that an important aspect of inclusion is continually reflecting and evolving as we go. You are always encouraged to communicate with us if you have concerns.

Working Hands-On With Camp Counselors– Leslie Heffington

Leslie Heffington photo.

This summer, a lot of my focus has been behind the scenes with Summer Scholars, but I have used information from the YDL program in my interactions with staff. When I was enrolled in the YDL program, I particularly enjoyed the classes that focused on staff management and leadership. I think in the camp setting, we must look at what motivates our counselors to do their jobs. They work long hours, often have minimal time off, and are somewhat disconnected from their friends and family outside camp. The leadership team must make sure these counselors have the support and resources necessary to do their jobs effectively. Creating a positive camp culture and compassionate environment for counselors is essential to the success of any camp program. Without the counselors, camp wouldn’t exist!  At Summer Scholars, we have been lucky to use the strategies and techniques presented to us in the YDL program to try and set up our counselors for success.

Supporting Underserved Students and Developing a Program Evaluation Plan – Lacey Edgerton

Lacey Hennessey photo.

As a student of the Youth Development Leadership Master’s program, I have enjoyed taking the content that I have learned in my courses and applying it to the Summer Scholars program. At the start of my role with the Summer Scholars Program, there were two major additions I wanted to add to program operations—financial assistance for underserved students to attend camp and an enhanced outcomes evaluation plan for both campers and counselors. Two courses within the YDL program have given me the knowledge and tools necessary to implement these additions, Grantsmanship and Assessment and Evaluation of Youth Programs.

One of the goals of Summer Scholars is to increase college awareness and postsecondary education attendance, and we hope to increase this affinity for college among underserved students. We hope that through grants, we will have the financial means to provide scholarships for students to attend camp who otherwise may not receive that opportunity, introducing them to higher education both academically and socially.

Within Summer Scholars, we focus on the development of not only campers but also our counselors. Now that I have my first year under my belt, I hope to take the information I learned from Assessments and Evaluations to create an ongoing outcomes evaluation plan that allows us to continue to grow our reach and impact with both our campers and counselors, cultivating an environment and program rich in positive youth development.

Finally…

We are delighted with how Donna, Leslie, and Lacey applied what they learned through the YDL Master’s program and had such a positive impact on the local community. If you want to gain applied and management skills to thrive in the field of youth development, check out our online Master’s of Science degree in Youth Development Leadership (YDL) (36 credit hours, 12 courses, 2 years) and our Graduate Certificate in YDL (15 credit hours, 5 courses) – https://bit.ly/YDLmasters or email youthdev@clemson.edu.

Momentum Bike Clubs founder passes leadership torch to new executive director

Momentum Bike Clubs (MBC), a group mentoring initiative facilitated by the Clemson University Department of Parks, Recreation and Tourism Management, begins a new chapter this spring, as leadership passes from David Taylor to Tavaghn Monts.

Monts, who also serves as the assistant director of community collaboration for the department’s Race, Ethnicity, Youth and Social Equity Collaboratory, will take over as executive director of Momentum Bike Clubs on June 1, moving from his current role as associate director of the organization.

“David has poured his heart and soul into making MBC the supportive, inclusive, life-giving program it is today,” Monts said. “I consider it a great honor to take the reins and carry his vision into the future.”

Founded by Taylor in 2010, the program uses cycling as a vessel to foster positive mentor relationships and build resilience in underserved youth facing persistent poverty, parental incarceration or instability in their home lives.

Once a week, middle and high school students throughout the Upstate participate in group rides on local trails to establish healthy exercise practices and stay connected with their mentors and peers. Clubs work to provide students with the support they need to overcome challenges, develop healthy relationships and pursue their dreams.

“Connection and a sense of belonging are important to the youth we serve,” Taylor said. “MBC offers them a community of people who are advocating for their academic and personal success, as well as their mental, emotional and physical well-being.”

Bike club students can participate in internships, trips, youth development seminars and high school preparation resources. Younger students are also eligible to “graduate” to the more rigorous challenge team, a diverse group of young people who take on more difficult rides and push each other to achieve their goals.

Since its induction, Taylor’s passion for positive youth development can be seen in how he has nurtured and grown the program from an inaugural group of 10 students to over 1,100 youth and 110,000 miles ridden.

Moving forward, Monts plans to continue Taylor’s important work of advocating for underserved youth in the Upstate and providing them a place of refuge from the adversities of life.

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Momentum Bike Clubs operates on the belief that youth and caregivers thrive when living in inclusive and supportive communities and promotes vigorous exercise and healthy peer and mentor relationships. MBC was founded in 2010 and is facilitated by the Clemson University Department of Parks, Recreation and Tourism Management.

The Department of Parks, Recreation and Tourism Management is part of the University’s College of Behavioral, Social and Health Sciences (CBSHS). Established in 2016, CBSHS is a 21st-century, land-grant college that combines work in seven schools and departments – Communication; Nursing; Parks, Recreation and Tourism Management; Political Science; Psychology; Public Health Sciences; Sociology, Anthropology and Criminal Justice – to further its mission in “building people and communities” in South Carolina and beyond.

Meet Dr. Em Adams, assistant professor in PRTM’s recreational therapy concentration

 

Meet Dr. Em Adams, assistant professor in parks, recreation and tourism management’s recreational therapy concentration!  

Em received her doctorate from Clemson University in parks, recreation and tourism management with a cognate area of recreational therapy and a certificate in clinical and translational science. After completing her degree, she spent several years as an assistant professor at Lehman College in Bronx, New York before rejoining the Clemson PRTM family last year.

Let’s get to know her!

Q: What courses do you teach in PRTM’s recreational therapy concentration?

A: I teach Assessment in Recreational Therapy (PRTM 3240) and Advanced Facilitation Techniques (PRTM 8720).

Q: What are you research interests? 

A: My research focuses on health equity and building resilience in individuals, families and communities who have experienced violence and trauma. I’m also passionate about reducing barriers to treatment for mental health and finding ways to reduce burnout and vicarious trauma among healthcare workers.

Q: Outside of work, what are your hobbies? 

A: I love music and any type of water activity.

Q: What words of advice would you share with undergraduate or graduate students in PRTM? 

A: Don’t be afraid to advocate for yourself and make sure you’re taking time for self-care. Keep open lines of communication with your professors and ask for help as needed.

Em was recently named a fellow for the Society of Behavioral Medicine’s Diversity Institute for Emerging Leaders. This institute was designed to assist early-career scholars in fostering a deep understanding and application of the principles of diversity and inclusion in both their research and mentoring.

 

 

 

 

 

 

 

 

 

 

How are Youth Development Programs Helping Military Youth and Families?

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

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“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.

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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.

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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!

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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:

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.