ESRC - Resilient, Contributing Youth in Turbulent Times: Exploring the Role of Adults in Positive Youth Development

• In Event: 9th Annual Emerging Scholars Research Consortium

Short Description

Adults work with youth as partners and co-producers of youth’s development (Benson, 2007). This poster presents a theoretical model illustrating how adult competencies positively influence a youth development framework. Competency themes from adults in the U.S. will also be compared to adult youth development volunteers in Ghana.

Detailed Abstract

Problem, Need, and Significance
Africa is the most youthful continent in the world with about 65% of its total population below the age of 35 (African Union, n.d.). African leaders are concerned about the youth population undermining social cohesion and political stability due to a lack of employment opportunities (Ighobor, 2013). Youth should be prepared to proactively respond to turbulent times they will face in the future. Preparation may involve participation in structured activities and experiences that build their developmental assets, and increase their likelihood of meaningful employment (National Youth Development Information Center, n.d.; Benson, 2007). 4-H is a global youth organization based upon an intentionally-structured framework to equip youth with knowledge and skills (i.e. assets) they can use to make contributions that will benefit themselves, their families, their communities, and civil society (Lerner, Lerner, & colleagues, 2013). Adult volunteers are a fundamental component of the 4-H program framework. They are the interface through which 4-H programming is delivered to youth, and work with youth as partners and co-producers of youth's development (Benson, 2007). However, the volunteer competencies used in the United States have not been validated in other international contexts where 4-H is present.

Framework
This study is based on the National 4-H Council’s Positive Youth Development (PYD) framework. Three key inputs of the PYD framework, collectively called the “4-H Experience,” are posited as fundamental elements needed to achieve desired youth development outcomes and impacts. The three inputs include: (a) activities and projects designed to build life skills, (b) opportunities for youth to serve as leaders, and (c) positive and sustained relationships between youth and caring adult volunteers (Lerner, Lerner, & colleagues, 2013). These three inputs are postulated to support five developmental outcomes that youth acquire as assets, which are collectively referred to as the “Five C’s”: (a) competence, (b) caring, (c) character, (d) connection, and (e) confidence (Lerner, Lerner, & colleagues, 2013). Youth whose lives integrate the five outcomes are believed to be less likely to engage in risky behaviors, and more likely to become contributing members of society (Lerner, Lerner, & colleagues, 2013).

Questions and Content
The authors hypothesize that adult 4-H volunteers need to possess certain competencies that enable them to facilitate the “4-H Experience.” Volunteer competencies define essential knowledge, skills, and abilities needed to achieve PYD outcomes (Schippman et. al, 2000). Six volunteer competency themes, encompassing a broad range of skills and knowledge were derived through research (Culp, McKee, & Nestor, 2007) and adopted by the National 4-H Council (n.d.) in the U.S. However, these themes have neither been validated in international contexts nor embedded into the PYD framework. Therefore, the purposes of this poster are: (a) to present a theoretical model illustrating how adult volunteers assimilate into the 4-H PYD framework; and (b) to compare the 4-H volunteer competency themes from the U.S. with competencies generated by Ghanaian African 4-H stakeholders.

Design
The authors collected data through participant observations with the 4-H Ghana program, and conducted a review of relevant literature.

The authors have designed a study to validate a list of professional competencies for adult 4-H volunteers in Ghana (which will occur in February and March, 2017). Results will be available by the time of the conference. The study will be conducted using an exploratory, mixed methods research design involving both quantitative and qualitative methods. A nominal group technique will be facilitated with 4-H Ghana stakeholders to generate a composite list of competencies desired for adult 4-H volunteers in Ghana. “The Nominal Group process is a structured meeting which seeks to provide an orderly procedure for obtaining qualitative information from target groups who are most closely associated with a problem area” (Van de Ven & Delbecq, 1972, p. 338). Next, the competencies will be inputted into a data collection instrument. A purposive, convenience sample of 30 policymakers and 50 adult 4-H volunteers will be asked to rate the perceived importance of each competency using a five-point, Likert-type response scale. A rank-ordered list of the competencies based upon their importance means will be reported. Each competency that meets an importance threshold by local policymakers, staff, and adult volunteers will be included in a final competency profile.

Results, Findings, and Outcomes
Themes emerging from the literature review and observations led to an adaptation of the National 4-H Council’s PYD framework by adding in adult volunteers and volunteer competencies. This link will be illustrated in the poster as a theoretical model.

The final competency profile will constitute a validated list of professional competencies for adult 4-H volunteers in Ghana. This profile will be compared with the six volunteer competency themes adopted by the National 4-H Council in the U.S. The National 4-H Council competency themes were derived in the early 2000s through a similar mixed methods research design (National 4-H Council, n.d.).

Conclusions and Implications
The potential plasticity associated with human development provides opportunities to equip youth with protective assets that buffer them against turbulent times (Amodeo & Collins, 2007; Silbereisen & Lerner, 2007). Even youth who have been exposed to severe disadvantages and risk factors have been able to attain positive outcomes as adults (Amodeo & Collins, 2007). This has been attributed to a combination of two factors - inner resilience and support from others, including adults (Amodeo & Collins, 2007).

4-H’s PYD framework relies on adult volunteer leaders to facilitate the three inputs that are hypothesized to result in youth development outcomes. The proposed linkage of adult volunteers and volunteer competencies within the PYD framework will assist 4-H and other youth organizations with identifying, recruiting, and training adult volunteers (especially in Ghana), to enhance the delivery of youth programs.

Youth development organizations have common goals that transcend geographic boundaries. Comparing competencies of adult volunteers in the U.S. with volunteers in Ghana will reveal if adaptations should be made to youth development models as they are introduced into new contexts. This comparison also reveals the extent to which changes may need to be considered before new youth programs and organizations are initiated.

Participant

• Dustin Homan, Ohio State University Extension