The Role and Characteristics of Trusted Adults in Structured After-School Programming

• In Event: Toward Equity in Learning Communities: Innovative Characteristics of Youth Work Practice

Abstract

This study explored the characteristics of the trusted adult in an afterschool setting. We posit that the positive relationships staff develop with families and youth are strengthened by shared experiences and prepare youth for challenges outside of this context. Semi-structured interviews and focus groups using a narrative inquiry approach were conducted with parents, youth, and staff (n=26). The purpose was to assess participants' understanding of a trusted adult. Results suggest that trusting relationships are characterized by individualized care given to the youth and act as an extension of the family in providing support for youth. This trust is expressed and felt because they are viewed as community representatives, affirming parents' trust in their care of their children.

Authors

• Cory Campbell, University of Washington

• Emma Elliott, University of Washington