Tag: Youth Development

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.

END

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.

In this blog post our very own Marian Robinson – Faculty Associate and Community Outreach Coordinator in PRTM and YDL – shares her experiences of volunteering. Marian’s words are heart felt, eye opening, and act as a rallying call for all of us to do more in our local communities. We thank her for sharing her story and we hope you appreciate this piece.

This weekend Dr Corliss Outley will be presenting her keynote speech at the Coalition for Education in the Outdoors 15^th Biennial Research Symposium. The speech is entitled, “Stand Up!: Race, Freedom Calls and Outdoor Education”, and emphasizes that:

“Everyone deserves the opportunity to experience quality environmental and outdoor learning. Yet, for many the right to live, work, learn and play in the outdoors has been limited. The inclusion of all cannot be the work of one person or even one organization–individuals must work together to intentionally change policies, pedagogy, curriculum, culture, and systems.”

During Black History Month, our YDL team wanted to highlighted the important messages Dr. Outley brings to our collection attention in her keynote speech and, more broadly, her research endeavors to address issues of race in the field of youth development. While Black History Month is poignant reminder of the social and racial inequities in our society, as Dr. Outley points out, there is a need for collective and intentional change that far exceeds a single month.

In this blog post, we’re taking a specific focus on the social dynamic that exists between outdoor settings and issues of race; specifically, stereotypes, discrimination, and feelings of isolation for Blacks and people of color in the outdoors.

History and Recent Incidents of Racial Injustice in the Outdoors

When discussing the changes required to promote engagement in the outdoors for Black youth and other youth of color, we need to also consider how their perception of the outdoors has been shaped by historical oppression and more recent discriminatory actions.

Historically, outdoor spaces could be considered a dangerous or threatening environment for not only Blacks but other people of color as well. For example, we do not need to delve too far into our history to see horrific images of Black people being lynched in woodland spaces, Black youth being harassed and chased out of White suburban communities, and racial segregation in parks.

By acknowledging the history of brutality and discrimination that has occurred in outdoors spaces, we can begin to understand why there may be issues of generational trauma associated with the outdoors, contributing to present day feelings of dissociation and stigmatization.

More recently, the cases of Ahmaud Arbery, who was murdered by two White men when jogging through a suburban neighborhood under false accusation, Chris Cooper, who was racially abused while bird watching in Central Park, and a family who were harassed, threatened, and effectively held hostage while on a nature reserve trip, highlight resounding issues of racism in natural spaces and reinforce implicit messages that Blacks and people of color are not safe in outdoors environments.

Although the cases highlighted above are extreme examples that make news headlines, Dr. Outley contends that they are the manifestation of racist undertones and attitudes within society that isolate oppressed groups from natural spaces. Indeed, a recent piece in the New York times gives a compelling account of Black surfers’ feelings of prejudice and discrimination in a sport that has historical roots in African countries but has often been considered a primarily White sport.

Act Now and Affect Change for Youth

In light of recent events and historical issues of discrimination and trauma for Blacks and people of color in the outdoors, there is a need for researchers in the field of youth development, and specifically outdoor education, to work with communities and organizations to make natural settings accessible, safe, and places for growth and well-being for young people of color.

Dr. Outley, suggests six core principles that should be at the forefront of the thinking and practices of researchers and organizations when aiming to nurture young people’s growth in nature.

1. Recognize historical oppression/ invisibility
   • Bring attention to historical marginalization at the individual level and systemic racism that manifests itself in present day structures and operations in your communities and countries.
2. Gain Cultural Competency
   • Increase awareness, gain knowledge, and acquire skills to work with Black girls and boys & their families.
3. Examine your own organizations 
   • Awareness of organizational culture (e.g., being anti-racism takes action, not denial)
   • Capacity building to change behaviors (e.g., workshops to enhance cultural competence)
   • Take action on the biased policies, procedures, practices, and norms that led to community disinvestment and child developmental deficits.
4. Name it & Educate
   • Name Anti-Blackness, Racism and Misogynoir for what it is (action), include examples of what it looks like (educate), and the ways that it manifests in all aspects of society (awareness).
5. Become an Ally & Advocate
   • Actively support policies that affirm Black girls and boys.
   • Assist in healing from racial trauma (e.g., acknowledge the impact of racial trauma and provide safe spaces to discuss experiences)
   • Encourage and Respect Inclusion in the Outdoors (e.g., build a sense of belonging in the outdoors)
   • Know the difference: ‘Ally ‘– assist/support in current efforts; ‘Advocate’ – aim to influence by formal support, acknowledging & utilizing your privilege to engage in order to make social/political change.
6. Say it Loud & Proud!
   • Anti-Blackness is centered on the belief that Black girls and boys and their accomplishments are inferior, it is critical that Black excellence is identified and spoken of frequently.

If Dr. Outley’s work on race, youth development, and the outdoors has piqued your interest…

Dr. Outley is just one of a team of developmental experts who teach in Clemson University’s 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://bit.ly/34HATgt or email youthdev@clemson.edu.

Resources & Organizations

Color in the Outdoors Want to learn more about the world around you? “Interested in getting outside with other people of color? Come join us. Whether it’s your first time, or your hundredth, we’d love to have you out with us”. https://www.colorintheoutdoors.com/

Diversify Outdoors. Resources. https://www.diversifyoutdoors.com

Indigenous Women Hike. “We are a collective of Indigenous women reconnecting with our ancestral homelands”. https://www.facebook.com/indigenouswomenhike/

Latino Outdoors. “a unique national Latinx-led organization, working to create and support a network of ambicultural leaders in the outdoor, conservation, and nature movement. As part of this work, we are focused on expanding the Latinx experience in the outdoors and providing greater opportunities for leadership, mentorship, and professional development”. https://latinooutdoors.org/

The Sunrise Movement. “a national nonprofit organization that encourages young people to get involved with advocating against climate change”. https://www.sunrisemovement.org/

Watch: A Conversation About Racism in the Outdoors. https://www.audubon.org/news/watch-conversation-about-racism-outdoors

Reading and References

Atlantic Re: Think.  (2020). Five Ways to Make the Outdoors More Inclusive:  An Action Plan for Change. https://www.theatlantic.com/sponsored/rei-2018/five-ways-to-make-the-outdoors-more-inclusive/3019/

Fisher, C. (2020). Multicultural Wilderness. Environmental humanities, 12, 51-87. https://www.researchgate.net/publication/341841018_Multicultural_Wilderness

Rao, T.Y., & Roberts, N. (2018). Voices of Women of Colour: Dreaming of an Inclusive Outdoor Leadership Environment. https://www.researchgate.net/publication/325115260_Voices_of_Women_of_Colour_Dreaming_of_an_Inclusive_Outdoor_Leadership_Environment

Rakow, D. & Brown, L. (2021). Anti-racism in the Outdoors: Resources related to justice, equity, diversity, and inclusion of Black, Indigenous and People of Color in parks and greenspaces. https://www.childrenandnature.org/resources/anti-racism-in-the-outdoors-resources-related-to-inclusion-diversity-equity-access/

Wilkerson, I. (2020). Caste: The Origins of Our Discontents. Random House Publishing Group. https://www.npr.org/2020/08/10/900274938/caste-argues-its-most-violent-manifestation-is-in-treatment-of-black-americans

January is annually recognized as National Mentoring Month. Honoring the efforts of mentors and promoting mentoring activities makes a great deal of sense. Mentoring relationships are one of the most important assets for promoting thriving and reducing risk behaviors in young people. Youth who have mentors in their lives report a range of better psychological, socioemotional, and behavioral outcomes across adolescence as compared to youth without these relationships.

As part of this celebration of mentors and their efforts, MENTOR: The National Mentoring Partnership has released a new resource to strengthen mentors’ support of young people. Becoming a Better Mentor: Strategies to Be There for Young People was designed specifically for mentors and is available as a written resource, an animated video series (see below), and a soon to be released audiobook. Becoming a Better Mentor is written by experts in the field and full of real-world advice and evidence-based strategies. The guide offers actionable steps mentors can take to ensure they are providing youth with quality support.

YDL’s own Dr. Ed Bowers contributed a chapter on goal setting and support to this essential volume.  The chapter summarizes a wealth of evidence from the field of mentoring, but it is framed by Dr. Bowers’ work on goal-directed skills. Dr. Bowers and colleagues have conducted several studies on the links between goal-directed skills and positive youth development as well as how mentors can support the development of these skills.  Through their work, they identified three key skills that youth use to set and achieve their goals.

Youth with higher levels of these skills are more competent and confident, have higher character and healthier connections to others, and show care for and contribute to the lives of others. These youth are also less likely to report depressive symptoms or engage in delinquent behaviors, smoking, underage drinking, and substance use.

To make these skills more tangible to mentors and youth, Dr. Bowers and his colleagues developed a metaphor of a GPS navigation system on your smart phone to describe these skills. Youth enter their destination (Goal Selection), and the GPS provides them a route to reach their destination (Pursuit of Strategies). Sometimes, youth encounter traffic or roadblocks, so they are re-routed (Shifting Gears). Mentors might view themselves as driver’s ed instructors providing support to their mentees throughout the learning process. Materials based around the GPS metaphor have been linked to positive outcomes in youth in the U.S. and in China.

Each chapter in Becoming a Better Mentor, including Dr. Bowers’, provides an overview of a core mentoring practice, why that practice is important, what it looks like when working with youth, and tips on how to integrate each of these practices into one’s relationships with diverse young people.

As part of the promotion of the resource, Dr. Bowers will also join with colleagues to present an overview of the resource on January 27, 2022, during a workshop session of the National Mentoring Summit. The Summit is fully virtual so you can still register for this key annual event in the mentoring movement.

If Dr Bowers’ work on youth mentoring has piqued your interest… 

Dr Bowers’ is just one of a team of developmental experts who teach on Clemson University’s 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

Bowers, E. P., Geldhof, G. J., Schmid, K. L., Napolitano, C. M., Minor, K., & Lerner, J. V. (2012). Relationships with important nonparental adults and positive youth development: An examination of youth self-regulatory strengths as mediators. Research in Human Development, 9(4), 298 – 316.

Bowers, E. P., Gestsdóttir, S., Geldhof, J., Nikitin, J., von Eye, A., & Lerner, R. M. (2011). Developmental trajectories of intentional self regulation in adolescence: The role of parenting and implications for positive and problematic outcomes among diverse youth. Journal of Adolescence, 34(6), 1193 – 1206.

Bowers, E. P., Johnson, S. K., Warren, D. J. A., Tirrell, J. M., & Lerner, J. V. (2015). Youth-adult relationships and positive youth development. In Bowers et al. (Eds.), Promoting positive youth development: Lessons from the 4-H Study (pp. 97-120). New York, NY: Springer.

Bowers, E. P., Napolitano, C. M., Arbeit, M. R., Chase, P., Glickman, S. A., Lerner, J. V., Lerner, R. M. (2013). On a pathway towards thriving: Evaluating the effectiveness of the “GPS to Success” tools to promote positive development and intentional self regulation in youth. Journal of Youth Development, 8(3) 4 – 31.

Bowers, E. P., Wang, J., Tirrell, J. M., & Lerner, R. M. (2016). A cross-lagged model of the development of mentor-mentee relationships and intentional self regulation in adolescence. Journal of Community Psychology, 44(1), 118 – 138.

Gestsdóttir, S., Bowers, E. P., von Eye, A., Napolitano, C., & Lerner, R. M. (2010). Intentional self regulation in middle adolescence: The emerging role of loss-based selection in positive youth development. Journal of Youth and Adolescence, 39, 764-782.

Liu, F., Bowers, E. P., Gai, X., & Ren, W. (2020). Enhancing the intentional self-regulation skills of Chinese adolescents living in orphanages: A school-based intervention. Asian Journal of Social Psychology, 23(3), 339-348. https://doi.org/10.1111/ajsp.12407

Napolitano, C. M., Bowers, E. P., Arbeit, M. R., Chase, P., Geldhof, G. J., Lerner, J. V., Lerner, R. M. (2014). The GPS to Success growth grids: Measurement properties of a tool to promote intentional self regulation in mentoring programs. Applied Developmental Science, 18(1), 46 – 58.

Our Youth Development Leadership (YDL) team strive to contribute novel and significant research to the field of youth development. In the current issue of the Journal of Youth Development (JYD), our YDL team were lead and co-authors on four of the 15 articles published. In this blog post, you can find the titles and abstracts of each of these articles and read a statement from the authors to hear what excited them about their research.

Article 1 – Silence is Not an Option: Oral History of Race in Youth Development Through the Words of Esteemed Black Scholars, Dr Corliss Outley and Dr Keshia L. Harris,

Dr. Corliss Outley, “The attention to social justice and anti-Black racism after the death of George Floyd provided a pivotal moment to refocus our attention on the master narratives surrounding Black scholars and the research on Black youth and their programmatic needs. I was excited because so many of the themes covered in the article were often discussed in the hallways and in classrooms but were rarely presented in journal articles. As Black scholars we often wondered, “Why are these issues being ignored? How do we get the field to see the harm it is causing?”. This piece attempts to answer some of those questions and gives voice to the lived experiences of many Black scholars in the field of youth development as they have navigated their career, challenged theoretical and methodological misconceptions on race, and look with hope toward the future in the field. I hope this research takes each reader on a journey of introspection and reflection on their role in the field and ask their assistance in dismantling antiblack tendencies that dehumanize Black youth in research and silence the academic experiences of Black scholars”

Follow this link for the full text – https://bit.ly/outleyarticle.

Article 2 – Cultivating Youth Affinity for College Within the Context of Campus-Based Summer Camps, Dr Barry Garst et al.

Dr. Barry Garst, “College and university experiences are life changing.  Understanding how early exposure to college and university experiences such as CUB camps may help adolescents develop an affective attachment to the college or university hosting the CUB camp is important for the youth development field and for those working in higher education. Creating impactful, high-quality CUB camp experience that build an affinity for college in adolescents creates a win-win situation for everyone involved in the process.”

Follow this link for the full text – https://bit.ly/garstarticle.

Article 3 – Acquisition of Knowledge and Skills in an Online Graduate Degree in Youth Development Leadership, Dr William Quinn, Dr Edmond Bowers, Dr. Parisa Hadiandehkordi, & Dr Garst

Dr. Quinn, “In this study of our M.S. Youth Development Leadership degree program, 71 graduates provided importantinformation regarding the benefits of the degree in their professional advancement. The top three benefits reported by graduates were: (1) salary increases in their current positions; (2) one or more promotions with more challenging leadership responsibilities; and (3) new opportunities in other youth development organizations. Furthermore, graduates reported deliverables they had produced since their degree with the top three being: (1) writing funded grant proposals, (2) conducting youth program assessment; and (3) writing new curricula that better exemplified the needs and interests of youth. This study suggests that a graduate degree program in Youth Development Leadership adds substantial human capital to the field of youth development and youth development organizations to serve youth effectively”

Follow this link for the full text – https://bit.ly/quinnarticle.

Article 4 – Promoting Personal Growth in Young People Experiencing Homelessness Through an Outdoors-Based Program, Dr Parry et al.

Dr. Parry, “What really excited me about this research was the novelty of the research topic. To the best of my knowledge, there is no research that explores the impact of outdoor courses to improve psychosocial outcomes in young people experiencing homelessness. This qualitative study provides rich insights into participants’ experiences of the 4-day residential outdoor course which implemented outdoor adventure education and strengths-based practices. Our study suggests participants experienced personal growth, improvements in indicators of positive youth development, and changes in attitudes and believes that have the potential to sustain long-term benefits. In sum, outdoor courses show the potential to be a catalyst for change in disadvantaged young people – a phenomenon that warrants further exploration.”

Follow this link for the full text – https://bit.ly/parryarticle.

Finally…

We hope this blog post is an informative resource for you and provides insight into the high-quality research our YDL team contributes to the field of youth development.

If this blog post has inspired you, 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 designed and delivered by our YDL team and provide resources and knowledge 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.

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

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