Professional Philosophy
I became a Youth Development Leader (YDL) because I believe in the inherent value and potential of each person. I believe that a person’s skills, abilities, and intelligence can continue to be developed, or in other words, I use a growth-mindset when working with young people (Yeager et al., 2016). I take the perspective that development is not an end goal, but rather a life-long process. Furthermore, the work I do is informed by Bronfrenbrenner’s bio-ecological model. This systems model describes that there are the multiple levels of influence that impact a young person, from the youth’s direct interactions with other people, to the seemingly indirect macro-level government policies that impact the youth’s day-to-day life (Bronfrenbrenner & Morris, 1998). When working with young people, I look at more than just the individual. I take into consideration their history, their current situation, and their environment. I work to partner with the young person, other important people in their lives, and the institutions in which they participate.
When considering what it means for a young person to develop into a thriving community member, I use Lerner et al.’s (2005) 5 C’s of Positive Youth Development (PYD). The 5 C’s of PYD include competence, character, connections, confidence, and caring (Lerner et al., 2005). Development in each of the 5C areas does not happen in isolation. I know that I am succeeding as a YDL when the young people I serve are increasing their competence in tasks, when they are building their character, improving their connections to others, when they have an increase sense of confidence, and when they can show compassion for others.
I aspire to approach my work with an equity lens. For me, working with an equity lens means that I create and follow policies and practices that break down systems of oppression. I do this in order to progress towards a more just society for the young people and families with whom I work each day. I understand that people have different access to opportunities, resources, and sense of safety based on their social identities. I use the Cycle of Socialization and Cycle of Liberation described by Harro (2013) as a framework to understand how these inequalities are created, maintained, and disrupted. These inequities stem from how people are socialized to perceive themselves and others around them, and the inequities are reinforced in the policies of society’s institutions (Harro, 2013). I choose to be an active participant in the Cycle of Liberation by connecting to others and advocating for change so that we can create a new culture that celebrates and honors individual differences.
The foundation of the work I do as a Youth Development Leader revolves around intentional program planning, quality implementation, and continuous evaluation. In providing effective programs for young people and their families, YDLs must think intentionally about the program design. I believe that youth development programming should be grounded in theory, and I find the practice of creating a logic model useful in ensuring program activities are intentionally designed to support desired program outcomes. In creating a logic model, practitioners connect program components with short- and long-term outcomes using proposed development theories (Baldwin, Caldwell, & Witt, 2005). In considering the design of the program components, I utilize Eccles & Gootman’s (2002) Eight Features of Positive Youth Development (PYD). These include physical and psychological safety, appropriate structure, supportive relationships, opportunities to belong, positive social norms, support for efficacy and mattering, opportunities for skill building, and integration of family, school and community efforts. These features have been shown to promote positive youth development, including the areas of the 5 C’s of PYD (Eccles & Gootman, 2002). I want to ensure that I am actively planning programming that supports positive youth development.
I also strongly believe that it is not enough to have a well-designed program. Programs must be implemented with fidelity and in a quality manner. Program staff and volunteers play a critical role in whether a program is implemented as designed (Barcelona, Hurd, & Bruggeman, 2011). As such, it is essential that program staff and volunteers are both well-trained and supported in learning and obtaining key positive youth development competencies (Barcelona et al., 2011). These competencies include understanding child and adolescent development, being culturally responsive, and involving and empowering young people, among others (Barcelona et al., 2011). As a YDL, I constantly strive to encourage and support staff and volunteers at each level to obtain training, learn skills, and grow in their ability to implement programming with fidelity to the model and high-quality ways.
Finally, I believe continuous evaluation is necessary to ensure desired outcomes are met and to progressively improve upon program implementation. I believe that youth programs should use evaluation strategies to determine the need of the program, the outcomes of the program, and, importantly, the quality of the implementation. When there is a better grasp of how a program was actually implemented (compared to designed), then YDLs can more clearly understand what components of the program are impacting the observed outcomes (Duerden & Witt, 2012). This knowledge can be used to improve program design, program implementation, and ultimately program outcomes (Duerden & Witt, 2012). For me, it is important that evaluative practices be included not only on a large scale, but also in day-to-day life. I strive to include some level of evaluation for each activity I do with and for youth. I believe that evaluation is an iterative process and should include feedback from participants, staff, community members, and other stake-holders.
Above all, I know I am only successful as a YDL when I center youth voice in all the work I do. I believe when YDLs focus on bringing youth to the decision-making table it only serves to enhance the work we do from program design and quality implementation, to program evaluation. Furthermore, in highlighting youth voice, YDLs can provide an environment with opportunities for young people to positively develop (example described in Detzler, Van Liew, Dorward, Jenkins, & Teslicko, 2007). Young people are agents of their own development. They must be the drivers of the programming that is offered. I believe that young people are the experts of their own experience and have the knowledge of what programming will work for them. I am privileged to walk alongside young people as they continue their development. And I know that I will learn as much from them as I hope they may learn from me.
Baldwin, C.K., Caldwell, L.L., & Witt, P.A. (2005). Deliberate programming with logic models: From theory to outcomes. In P. Witt & L. Caldwell (Eds.), Recreation and Youth Development (pp. 219 – 239). State College, PA: Venture Publications.
Barcelona, R. J., Hurd, A. R., & Bruggeman, J. A. (2011). A competency‐based approach to preparing staff as recreation and youth development leaders. New Directions for Youth Development, 130, 121-139.
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon & R.M. Lerner (Eds.) Handbook of Child Psychology (Vol. 1, 993-1028). New York: John Wiley & Sons, Inc.
Detzler, M.L., Van Liew, C., Dorward, L.G., Jenkins, R., & Teslicko, D. (2007). Youth voices thrive in facilitating leadership in youth. New Directions for Youth Development, 116, 109-116.
Duerden M.D., & Witt, P.A. (2012). Assessing program implementation: What it is, why it’s important, and how to do it. Journal of Extension, 50(1), 1-8.
Eccles, J., & Gootman, J.A. (2002). Chapter 4: Features of positive developmental settings. In J. Eccles & J.A. Gootman (Eds.), Community Programs to Promote Youth Development (pp. 86-115). Washington, DC: National Academy Press.
Harro, B. (2013). The cycle of socialization. In M. Adams, W.J. Blumenfeld, C. Castañeda, H.W. Hackman, M.L. Peters, & X. Zúniga (Eds.), Readings for Diversity and Social Justice (3rd ed.) (pp. 45-51). New York, NY: Routledge.
Lerner, R.M, Lerner, J.V., Almerigi, J.B., Theokas C., Phelps, E., Gestsdottir S., … von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17-71.
Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C.S., Schneider, B., Hinojosa, C., … Dweck, C.S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Education Psychology, 108(3), 374-391.