Influences of Youth Leadership within a Community-Based Context

Autor/in	Jones, Kenneth R.
Titel	Influences of Youth Leadership within a Community-Based Context
Quelle	In: Journal of Leadership Education, 7 (2009) 3, S.246-264 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Youth Leaders; Youth Programs; Leadership Training; Experiential Learning; Citizen Participation; Sense of Community; Volunteers; Adults; Program Effectiveness; Positive Attitudes; Comparative Analysis; Leadership Role; Interpersonal Relationship; Attitude Change; Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Jugendführer; Jugendleiter; Jugendsofortprogramm; Führungslehre; Experiental learning; Erfahrungsorientiertes Lernen; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Freiwilliger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attitudinal change; Einstellungsänderung; Survey; Umfrage; Befragung; Likert-Skala
Abstract	This research project evaluated outcomes for a leadership development program utilizing adult volunteers who worked with youth to incorporate experiential learning and civic engagement opportunities. As a result, this experience exposed youth to practical skills as well as a chance to develop a sense of community connectedness. This was revealed through the youth developing more positive perceptions toward their role as decision makers in their communities, after participation in the program. Youth also developed more positive perceptions of their relationships with adults. Moreover, when comparing those youth who volunteer at least one hour per week to those who do not, those who had volunteered in the past had significantly more positive perceptions than those who had never volunteered in their community. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01