INTENTIONAL PROGRAM DESIGN
The artifacts found on this page reflect coursework that I completed that dealt with the importance of intentional program design. These artifacts focus on the connection of theory and program practice.
LOGIC MODEL
For this artifact, I created a logic model of the Treehouse Graduation Success Program. I created the logic model from an external viewpoint, only understanding the program practices based on the organization’s website and my knowledge of the program as a community partner. Since I created the logic from scratch, I was able to take a macro-level view of a program. It required me to think critically about how an activity could lead to short-term, intermediate, and long-term outcomes. The interconnectedness of areas of development became even more clear while I completed this assignment.
The biggest takeaway I have from completing this assignment is the usefulness of creating a logic model. It is helpful at any stage from the start of designing a program, to checking implementation, to the continuous evaluation of the program.
GRANT PROPOSAL
This artifact is a grant for a Tribal Youth specific chapter of the Mockingbird Youth Network and includes the most common sections of a grant. I completed this assignment as part of the Grant Writing for Youth Development Professionals course. This course was one of the last courses I completed. I really enjoyed this assignment because it allowed me to pull on all the knowledge I gained from my other courses. I defended the need and design of the program based on Positive Youth Development theories and frameworks that I learned in multiple courses throughout the program. For example, I used the 5 C’s of Positive Youth Development (competence, confidence, connection, character, and caring) as the framework for the program design (Lerner et al., 2005). I knew how to describe how the program could be realistically evaluated for success because of my coursework in Public Data Analysis (PADM 8410) and Assessment and Evaluation of Youth Programs (YDP 8040). And I knew about the importance of including an appropriate amount of money for staff training and retention from the Management of Staff and Volunteers (YDP 8090) course. This assignment, in itself, felt like a compilation project for the entire Youth Development Leadership program.
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.
APPLICATION OF FAMILY SYSTEMS THEORY
For this artifact, I completed a case study on the impact of parenting practices on a young person and provided implications for youth development professionals. This was a difficult assignment for me to complete for multiple reasons. First, the population with whom I work are those who are living in or have experienced foster care or homelessness. Many of the program participants are disconnected from their parents and asking about parenting practices can be traumatic. I chose an individual who had frequently and openly shared about the impact of his kinship care provider, his aunt, had on his development into a young adult.
The second reason this assignment was difficult for me was because of the timing in my personal life. My mother passed away unexpectedly, and I was in the depths of grief. As I learned theories to understand the impact of parenting practices on the young people with whom I work, I was forced to reflect on the impact my parent’s practices had on my development. I recognized, embraced, and loved that having a strong female role model in my mother, and a supportive male role model in my father played a huge part in how I interact with society. I was able to appreciate that my parents participated in my youth programming, attending every performance, game, race, and parent-teacher conference. Their constant support is why I successfully completed both my bachelor’s degrees and master’s degrees. My parents never limited me in what I could do, but rather enforced that I truly could do anything I wanted.
Reflecting on the support my parents provided me made my conviction to provide some level of support and mentorship to the young people with whom I work stronger. I am more convicted to ensure that the youth programs I work with think creatively about how to provide partnership opportunities for parents and other significant adult figures in young people’s lives.
APPLIED TOPIC BROCHURE
This artifact required me to investigate one youth development issue and create an informational brochure using the findings from several empirical studies on the topic. I chose to research the concept of resiliency in youth and alumni of foster care because of my work with The Mockingbird Society. In working to improve the foster care system, it is easy to get inundated with and focus on the poor outcomes of alumni of care. I wanted to focus on the successes of the young people I work with each day. Resilience is the ability to positively adapt in the face of adversity (Haas, Allen, & Amoah, 2014). In completing the assignment, I was able to affirm my understanding of the importance of social supports and positive relationships with adults for young people to develop resiliency. Supportive relationships are one of Eccles and Gootman’s (2002) Eight Features of Positive Youth Development Settings. A second concept that came out of the research on resiliency that aligned with the Eight Features was opportunities for skill building. The biggest takeaway from this assignment was that when intentional program design and quality implementation follow best practices then resiliency and positive youth development is possible.
I plan to use the knowledge gained through completing this assignment in my future work supporting girls of color to go into the sciences. Specifically, I hope to create strong supportive relationships and the opportunities for skill building that allow the young people with whom I work to grow in their resiliency.
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.
Hass, M., Allen, Q., & Amoah, M. (2014). Turning points and resilience of academically successful foster youth. Children and Youth Services Review, 44, 387-392.
BEST PRACTICE YOUTH PROGRAM DESIGN
This artifact was completed with my classmate Kelly Bernard and involved designing a new youth program based on best practices in positive youth development. We proposed a cross-community service learning program for high school students in Flagstaff and Tuba City, Arizona. The program concept is a passion project for Kelly. I enjoyed being a thought-partner in designing the program through a positive youth development lens. Kelly had been thinking of this program for some time and I was able to provide a critical external view. It was important for me to ensure the program design was realistic considering the capacity of the students, family, and staff. Importantly, through completing this assignment, I learned the value of partnership. Kelly and I each have our own strengths. When we worked together utilizing our unique strengths, we were able to complete a project that I believe we both are proud to have as part of our portfolios.
I appreciated being able to work on this project with Kelly for multiple reasons. First, I have an immense sense of respect for Kelly because of her thoughtfulness, passion for young people, and desire to make a positive impact on her community. Second, Kelly has been one of my greatest supports throughout the program. She consistently encouraged me, even as I faced difficult times in my personal and professional life.
BEST PRACTICE FAMILY PROGRAM DESIGN
This is a collaborative artifact that I completed with Kelly Bernard. This artifact required Kelly and I to design a youth development program which specifically included families and parents. We proposed adapting the MOCKINGBIRD FAMILY™, which is a unique way of delivering foster care based on an extended family model, to be specific for teens. The TeenWise Connect Constellation takes into consideration the unique developmental needs of adolescents and how adults can support these needs. In reflection, this assignment was helpful in understanding practical implications for designing a youth development program including the family.
I find Eccles and Gootman’s (2002) Eight Features of Positive Youth Development Settings helpful in designing, implementing, and evaluating programs. One of the features is the “integration of family, school, and community efforts” (Eccles & Gootman, 2002, p. 110). Young people typically do not spend the majority of time in any youth development program and so it is essential for such programs to partner with parents and families. In completing this assignment, I was able to understand how to practically integrate this with a greater understanding of the role that parents play in the development of the children in their care.
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.
TECHNOLOGY BASED ACTIVITY DESIGN FOR POSITIVE OUTCOMES
This assignment required me to design a program that incorporated new technologies. I chose to expand on the program design that I created with Kelly Bernard, the TeenWise Connect Constellation, which we proposed for the Youth Development in the Context of the Family course (YDP 8050). When Kelly and I originally proposed the TeenWise Connect Constellation, we included the use of technology in the form of an app for youth, parents, and families to connect. When we proposed the use of the app, we were thinking of technology as a tool to help program participants to connect and not as a way that positive youth development could be encouraged. However, when completing this assignment, I was able to take the initial idea of the app as a tool and expand to include several components to meet the Positive Technological Development (PTD) framework proposed by Bers (2012). The PTD framework proposed several strategies to utilize technology to provide an environment for young people to develop Lerner and colleague’s (2005) five C’s of Positive Youth Development (competence, confidence, connection, character, and caring). Completing this assignment further ingrained in me the importance to connect theory, research, and practice in an iterative and continuing manner. There are always ways to improve programming. Researchers are developing and improving theories that can be utilized to inform program practices. This assignment modeled how learning new theories can inform program design and improvement. I hope to continue to seek out new ideas, practices and technologies so that I can make positive changes for whatever youth serving program I work.
Bers, M.U. (2012). Designing digital experiences for positive youth development: From playpen to playground. New York, NY: Oxford University Press.
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.