Strengthening Positive Youth Development Environments
Youth Involvement
Research:
Youth involvement is connected with positive youth development. According to
Community Programs to Promote Youth Development (Eccles and Gootman,
2002), youth involved in structured activities during non-school time develop a
positive identity, increased initiative, and positive relationships with diverse peers
and adults. They have better school achievement, reduced rates of dropping out
of school, reduced delinquency, and more positive outcomes in adulthood.
Results from the National Longitudinal Survey of Youth prove this. Students who
reported spending no time in a school-sponsored activity compared to those
spending 1 to 4 hours per week were 57 percent more likely to have dropped out
before reaching 12th grade. Also, students with high levels of participation in
school activities were less likely than non-participants to engage in problem
behavior, such as being arrested, taking drugs, engaging in teen sex, smoking,
and drinking.
Avoiding risky behaviors is only one outcome of youth involvement. Mounting
research shows that youth who take active roles in organizations and
communities have fewer problems, are better skilled, and tend to be lifelong
citizens (Pittman et al, 2001). Milbrey McLaughin’s (2000) research supports
this. Youth engaged in community volunteer work were eight times more likely to
respond that it is very important to get involved with community volunteer work
than other American youth. In addition, participants reported receiving positive
feedback from community adults for their efforts and felt valued by their
communities.
Youth also develop initiative, social skills, and learn emotional competencies
through participation in extracurricular activities (Dworkin and Bremer, 2004).
Initiative, the capacity to direct attention and effort over time toward a challenging
goal, is developed through making plans and overcoming obstacles. Activities
provide opportunities for youth to develop social skills including teamwork,
leadership skills, and sharing responsibility. Managing feelings, controlling
impulses, and reducing stress are the emotional competencies that youth gain
through their involvement.
The most meaningful level of youth involvement is when youth are equal partners
with adults. Rasmussen (2003) writes: “Adults who are willing to engage youth
in community leadership contribute to their development as productive members
of society. Involvement is empowering for anyone, and that includes today’s
youth. Youth can play a fundamental role in addressing important issues; their
participation in the decision-making process of community organizations can
reenergize communities.” A study of 112 communities by the American Youth
Policy Forum showed that the healthiest communities were those in which youth
engaged in structured and purposeful activities with adults who were not their
parents.
4-H Youth Development is just one youth organization that strongly believes in
youth involvement. Greg Hutchins, Wisconsin State 4-H program leader stated:
“4-H promotes the idea of infusing youth into all levels of a program – getting
youth input and involving young people as resources.” Youth development
professionals have a responsibility to help involve youth in the multiple
opportunities in their community, as the benefits youth and the community
receive are invaluable.
“Encourage input
from youth – listen
and respect their
voices, opinions,
and wisdom.”
– Taylor County,
Wisconsin youth
Practical Application:
The Wisconsin 4-H Volunteer Orientation Teaching Packet states that youth are
never too young to get involved and start gaining leadership skills and
experiences.
Youth can be asked to:
 Be a leader and teach
 Give a demonstration
 Chair a committee
When youth are involved, adults need to remember:
 To listen to the youth’s ideas
 Be flexible
 Accept their work
In addition, Youth-adult partnerships: a training manual shares the following
points working with youth-adult partnerships:
 Adults need to be willing to share their power and responsibility.
 Young people need to be willing to gain power and take on responsibility.
 Adult shouldn’t expect more from a youth than they would from another
adult. Youth have deadlines and pressures, just as adults.
 Adults may not be aware of how capable youth are. Maybe they don’t know
any youth of a particular age, so they don’t know what to expect. Youth can
enlighten them by showing them they can handle mature situations.
 For both youth and adults it’s okay to ask for help when they don’t know how
to do something.
Resources:
For additional information on youth involvement, refer to:
Dworkin, J., & Bremer, K. (April, 2004). Youth talk about their participation in
extra-curricular activities. The Prevention Researcher, 11 (2), 14-16.
Eccles, J. & Gootman, J. (Eds). (2002). Community programs to promote youth
development. Washington D.C.: National Academy Press.
Innovation Center for Community Youth Development, National Network or
Youth, Youth Leadership Institute. (2003). Youth-adult partnerships: a
training manual.
Koop, T., Kustka, L., Schroeder, K., & O’Neil. (2002). 4-H volunteer orientation
teaching packet. Madison: UW-Extension, Cooperative Extension.
McLaughlin, M. (2000). Community counts: how youth organizations matter for
youth development. Pen Education Network. Retrieved December 7,
2004, from http://www.publiceducation.org/PENreports.asp.
Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2001, September).
Preventing program, promoting development, encouraging
engagement: competing priorities or inseparable goals? The Forum for
Youth Investment. Retrieved December 13, 2004, from
http://www.forumforyouthinvestment.org/reswork.htm.
Rasmussen, M. (2003, October). Adult attitudes about youth participation in
community organizations. Journal of Extension, 41. Retrieved October
30, 2003 from http://www.joe.org/joe/2003october/rb5.shtml.
Research Fact
Sheet written by:
René Mehlberg,
Winnebago County
4-H Youth
Development
Educator.
An EEO/AA employer, University of Wisconsin-Extension provides equal opportunities in employment and programming, including Title IX and American with
Disabilities (ADA) requirements. © 2004 by the Board of Regents of the University of Wisconsin System. Developed by the Wisconsin 4-H Office, 431 Lowell
Hall, 610 Langdon St., Madison, WI 53703. The 4-H name and emblem are federally protected under Title 18 US Code 707.