Ahna Ballonoff Suleiman, Lindsay Till Hoyt, Alison K. Cohen
Pandemic restrictions aiming to curb the spread of COVID-19 in the U.S. impacted the quality, quantity and tenor of adolescents’ social relationships and shifted the context in which sensitive social learning is occurring. We conducted in-depth semi-structured interviews with 47 adolescents (ages 10–24) from December 2020–February 2021, coded them using ATLAS.ti, and employed qualitative, grounded theory methodology to explore the impact of COVID-19 pandemic restrictions on adolescents’ social relationships with peers and family members. Overall, the impact of the pandemic restrictions on young people’s social relationships was multidimensional and complex. Many participants experienced benefits to relationships with family members. In contrast, their relationships with peers were more negatively impacted by severe social distancing measures. Young people who underwent significant social transitions and those who identified as people of color or LGBTQ+ described more negative effects on their social relationships.
{"title":"“It Was Definitely like an Altered Social Scene”: Effects of the COVID-19 Pandemic Restrictions on U.S. Adolescents’ Social Relationships","authors":"Ahna Ballonoff Suleiman, Lindsay Till Hoyt, Alison K. Cohen","doi":"10.3390/youth3010002","DOIUrl":"https://doi.org/10.3390/youth3010002","url":null,"abstract":"Pandemic restrictions aiming to curb the spread of COVID-19 in the U.S. impacted the quality, quantity and tenor of adolescents’ social relationships and shifted the context in which sensitive social learning is occurring. We conducted in-depth semi-structured interviews with 47 adolescents (ages 10–24) from December 2020–February 2021, coded them using ATLAS.ti, and employed qualitative, grounded theory methodology to explore the impact of COVID-19 pandemic restrictions on adolescents’ social relationships with peers and family members. Overall, the impact of the pandemic restrictions on young people’s social relationships was multidimensional and complex. Many participants experienced benefits to relationships with family members. In contrast, their relationships with peers were more negatively impacted by severe social distancing measures. Young people who underwent significant social transitions and those who identified as people of color or LGBTQ+ described more negative effects on their social relationships.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81298090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Food waste is a major problem, and it is estimated that 1/3 of all food is wasted. The climate crisis has fuelled an interest in looking for solutions as well as increased interest from youth to take action. School plays an important role here. The research goal was to explore that role in developing young people’s engagement with food system change. The challenge of food waste was used as a case to create new solutions, while at the same time to create learning. The YouFoo Club program was used for the study and included 4 schools. It built on Project Based Learning, the Knowledge Triangle, and the concepts of 21st century skills; took advantage of scientific and digital principles; ran for 8 weeks; and concluded on International Food Waste Day. A sample of schools was recruited, the process was structured as a case competition, and the end goal was to present the solutions at the final event. The research shows that it is possible to bring youth into solution making, that the process contributed to learning, and that it fitted well with principles of Education for Sustainable Development. The following were found to be drivers: understanding evidence and knowledge, insight into digital technologies, the possibility of being able to work with mentors and role models, the possibility of participating in external projects, the setting of clear performance-oriented end goals, and the potentials of developing science communication skills.
{"title":"Fighting Food Waste—Good Old Boys or Young Minds Solutions? Insights from the Young Foodwaste Fighters Club","authors":"B. Mikkelsen","doi":"10.3390/youth3010001","DOIUrl":"https://doi.org/10.3390/youth3010001","url":null,"abstract":"Food waste is a major problem, and it is estimated that 1/3 of all food is wasted. The climate crisis has fuelled an interest in looking for solutions as well as increased interest from youth to take action. School plays an important role here. The research goal was to explore that role in developing young people’s engagement with food system change. The challenge of food waste was used as a case to create new solutions, while at the same time to create learning. The YouFoo Club program was used for the study and included 4 schools. It built on Project Based Learning, the Knowledge Triangle, and the concepts of 21st century skills; took advantage of scientific and digital principles; ran for 8 weeks; and concluded on International Food Waste Day. A sample of schools was recruited, the process was structured as a case competition, and the end goal was to present the solutions at the final event. The research shows that it is possible to bring youth into solution making, that the process contributed to learning, and that it fitted well with principles of Education for Sustainable Development. The following were found to be drivers: understanding evidence and knowledge, insight into digital technologies, the possibility of being able to work with mentors and role models, the possibility of participating in external projects, the setting of clear performance-oriented end goals, and the potentials of developing science communication skills.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"30 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75078861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David M. Gray, Yannick L’Horty, Souleymane Mbaye, P. Petit
In this study, we carried out seven distinct and independent rounds of correspondence tests to detect discriminatory behavior in domains and markets in France that have not previously been subjected to much investigation in the literature. The study areas included: purchasing a used car; purchasing an auto insurance policy; applying for a car loan; purchasing supplemental health insurance; enrolling in an adult training program; purchasing an existing small business; and renting vacation accommodations. Access to these items and services are associated with either potential pathways to a middle-class job or hallmarks of a middle-class living standard. We seek to discern evidence of discriminatory behavior according to the criteria of age, gender, ethnic origin, and the reputation of the neighborhood of residence (advantaged or disadvantaged). We discern statistically significant patterns in our observed statistical outcome (callback rates) in all seven markets, which we interpret as possibly indicative of discriminatory behavior; however, the criteria, the magnitudes, and the signs differ from one market to another. One finding is that differential treatment based on ethnicity and the reputation of the neighborhood (i.e., neutral or disadvantaged) might not be as systematic and mutually reinforcing as they are frequently perceived to be in the domains of labor and housing markets.
{"title":"Discrimination towards Youth in Goods and Services Markets: Evidence from Field Experiments in France","authors":"David M. Gray, Yannick L’Horty, Souleymane Mbaye, P. Petit","doi":"10.3390/youth2040055","DOIUrl":"https://doi.org/10.3390/youth2040055","url":null,"abstract":"In this study, we carried out seven distinct and independent rounds of correspondence tests to detect discriminatory behavior in domains and markets in France that have not previously been subjected to much investigation in the literature. The study areas included: purchasing a used car; purchasing an auto insurance policy; applying for a car loan; purchasing supplemental health insurance; enrolling in an adult training program; purchasing an existing small business; and renting vacation accommodations. Access to these items and services are associated with either potential pathways to a middle-class job or hallmarks of a middle-class living standard. We seek to discern evidence of discriminatory behavior according to the criteria of age, gender, ethnic origin, and the reputation of the neighborhood of residence (advantaged or disadvantaged). We discern statistically significant patterns in our observed statistical outcome (callback rates) in all seven markets, which we interpret as possibly indicative of discriminatory behavior; however, the criteria, the magnitudes, and the signs differ from one market to another. One finding is that differential treatment based on ethnicity and the reputation of the neighborhood (i.e., neutral or disadvantaged) might not be as systematic and mutually reinforcing as they are frequently perceived to be in the domains of labor and housing markets.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82048410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teachers’ personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform the delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming.
{"title":"Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming","authors":"A. Iaccopucci","doi":"10.5195/jyd.2022.1285","DOIUrl":"https://doi.org/10.5195/jyd.2022.1285","url":null,"abstract":"This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teachers’ personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform the delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"10 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75472000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic illuminated how essential summer and after-school programs are for youth and their families. Policymakers took note of the needs and the evidence base, and prioritized stimulus funding to expand access and accelerate learning. American Rescue Plan (ARP) and Elementary and Secondary School Emergency Relief (ESSER) funds were quickly released to schools through different mechanisms, initially prioritizing speed over infrastructure design. The funds were intended to fuel robust school–community partnerships to provide students who suffered from pandemic-related learning and developmental setbacks with comprehensive, high-quality programming; yet the timeline for planning and implementation often hindered progress toward that vision. This article discusses the challenges to scaling critical services, the strategies that states and partners are putting into place, and opportunities to strengthen relationships and infrastructure at the national, state, and regional or local level.
{"title":"The Key to Engaging Every Student: Building Greater Linkages Between National, State, and Local System Leaders","authors":"Hillary Hardt Oravec, Brenda McLaughlin","doi":"10.5195/jyd.2022.1324","DOIUrl":"https://doi.org/10.5195/jyd.2022.1324","url":null,"abstract":"The COVID-19 pandemic illuminated how essential summer and after-school programs are for youth and their families. Policymakers took note of the needs and the evidence base, and prioritized stimulus funding to expand access and accelerate learning. American Rescue Plan (ARP) and Elementary and Secondary School Emergency Relief (ESSER) funds were quickly released to schools through different mechanisms, initially prioritizing speed over infrastructure design. The funds were intended to fuel robust school–community partnerships to provide students who suffered from pandemic-related learning and developmental setbacks with comprehensive, high-quality programming; yet the timeline for planning and implementation often hindered progress toward that vision. This article discusses the challenges to scaling critical services, the strategies that states and partners are putting into place, and opportunities to strengthen relationships and infrastructure at the national, state, and regional or local level.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"64 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91301956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Begun, Brigette Mayorga, Cam Bautista, Krysta Cooke, Travonne Edwards, Bryn King, Hamzat Olaosebikan, R. Whyte
This study qualitatively explored the potential of improv for strengthening youth–adult partnerships. Seven members of a youth-adult research collaborative participated in a 2-hour professionally facilitated improv workshop. Participants provided insights about their experiences through a follow-up qualitative interview questionnaire. Participants indicated that improv assisted in dismantling power differentials that often exist in youth–adult partnership contexts, also noting that improv helped them to express their true selves more readily, along with helping them to see new and more “human” sides to their team members. Participants were enthusiastic about accessing further improv opportunities, noting that improv should be embedded into other youth–adult partnership efforts, as such approaches were deemed particularly helpful in building relationships and trust. The further inclusion of improv activities in youth-serving intervention and prevention efforts would benefit from additional exploration as ways by which youth–adult collaborations might be innovated and strengthened.
{"title":"A Pilot Study Exploring the Potential of Improv in Strengthening Youth—Adult Partnerships","authors":"S. Begun, Brigette Mayorga, Cam Bautista, Krysta Cooke, Travonne Edwards, Bryn King, Hamzat Olaosebikan, R. Whyte","doi":"10.5195/jyd.2022.1268","DOIUrl":"https://doi.org/10.5195/jyd.2022.1268","url":null,"abstract":"This study qualitatively explored the potential of improv for strengthening youth–adult partnerships. Seven members of a youth-adult research collaborative participated in a 2-hour professionally facilitated improv workshop. Participants provided insights about their experiences through a follow-up qualitative interview questionnaire. Participants indicated that improv assisted in dismantling power differentials that often exist in youth–adult partnership contexts, also noting that improv helped them to express their true selves more readily, along with helping them to see new and more “human” sides to their team members. Participants were enthusiastic about accessing further improv opportunities, noting that improv should be embedded into other youth–adult partnership efforts, as such approaches were deemed particularly helpful in building relationships and trust. The further inclusion of improv activities in youth-serving intervention and prevention efforts would benefit from additional exploration as ways by which youth–adult collaborations might be innovated and strengthened.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79743617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Louis Moustakas, Viviane Raub, Yassine Moufagued, K. Petry
Sport for development (SFD) has become an increasingly recognised and used approach to support positive social development across several contexts and thematic areas, including as it relates to improving the employability of young people not in employment or education (NEETs). Despite this, there has been limited research in this area, and we only have a partial picture of the experiences, mechanisms, and design of sport-for-employability programmes. Responding to this, the following paper presents the results of a qualitative study on the experiences and outcomes associated with an employability-focused SFD programme based in Casablanca, Morocco. Results illustrate how the programme provided crucial support to encourage consistent engagement and that this programme offered valuable opportunities for practical experiences and recognised qualifications. Nonetheless, many participants remain in short-term or precarious employment situations. Thus, closer alignment with job market needs and engagement with employment policy issues are likely needed to support longer-term, more secure employment.
{"title":"From Sport to Work? Exploring Potentials in a Moroccan Sport-for-Employability Programme","authors":"Louis Moustakas, Viviane Raub, Yassine Moufagued, K. Petry","doi":"10.3390/youth2040054","DOIUrl":"https://doi.org/10.3390/youth2040054","url":null,"abstract":"Sport for development (SFD) has become an increasingly recognised and used approach to support positive social development across several contexts and thematic areas, including as it relates to improving the employability of young people not in employment or education (NEETs). Despite this, there has been limited research in this area, and we only have a partial picture of the experiences, mechanisms, and design of sport-for-employability programmes. Responding to this, the following paper presents the results of a qualitative study on the experiences and outcomes associated with an employability-focused SFD programme based in Casablanca, Morocco. Results illustrate how the programme provided crucial support to encourage consistent engagement and that this programme offered valuable opportunities for practical experiences and recognised qualifications. Nonetheless, many participants remain in short-term or precarious employment situations. Thus, closer alignment with job market needs and engagement with employment policy issues are likely needed to support longer-term, more secure employment.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85340461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Akiva, Annie M. White, Sharon Colvin, Junlei Li, P. Wardrip
Human interactions across settings shape young people’s learning and development, and building adult expertise in facilitating productive interactions takes deliberate practice and reflective experience. However, relational practices are not consistently part of adult learning for those who work with youth. We describe a 2-year design study to develop the Simple Interactions Leadership Program, a professional learning workshop focused on relational practices. We refined the program across 3 iterations with library and after-school staff (with a total of 41 participants). Iterative changes included adding participant-driven “try-it-out” projects, adding external accountability features, and combining staff from the library and after-school sectors. Using artifacts and memos from workshops and participants’ reflections, we found that these features incrementally improved participants’ engagement, depth of learning, and sense of professional community—which we suggest are three central goals for related professional development efforts. As a collective youth-serving field, we need effective and scalable ways to help adults recognize and strengthen their relational practices with young people. The Simple Interactions Leadership Program offers a flexible structure for professional learning focused on building expertise in relational practice while sustaining change and improvement through continuous reflection within communities of practice.
{"title":"Can We Efficiently Help Adults Strengthen their Relational Practice?","authors":"T. Akiva, Annie M. White, Sharon Colvin, Junlei Li, P. Wardrip","doi":"10.5195/jyd.2022.1199","DOIUrl":"https://doi.org/10.5195/jyd.2022.1199","url":null,"abstract":"Human interactions across settings shape young people’s learning and development, and building adult expertise in facilitating productive interactions takes deliberate practice and reflective experience. However, relational practices are not consistently part of adult learning for those who work with youth. We describe a 2-year design study to develop the Simple Interactions Leadership Program, a professional learning workshop focused on relational practices. We refined the program across 3 iterations with library and after-school staff (with a total of 41 participants). Iterative changes included adding participant-driven “try-it-out” projects, adding external accountability features, and combining staff from the library and after-school sectors. Using artifacts and memos from workshops and participants’ reflections, we found that these features incrementally improved participants’ engagement, depth of learning, and sense of professional community—which we suggest are three central goals for related professional development efforts. As a collective youth-serving field, we need effective and scalable ways to help adults recognize and strengthen their relational practices with young people. The Simple Interactions Leadership Program offers a flexible structure for professional learning focused on building expertise in relational practice while sustaining change and improvement through continuous reflection within communities of practice.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"32 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73740112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In (Re)Defining the Goal: The True Path to Career Readiness in the 21st Century, author Kevin Fleming presents his an extensively researched approach for deconstructing the prevalent “one-size-fits-all” education paradigm. The book provides a new perspective with replicable strategies and outlines 6 proven steps to help young people thrive in the evolving workforce. Youth development practitioners will find the topics discussed relevant and practical as they guide their clientele toward personality-aligned careers and not just toward college.
{"title":"Book Review: (Re)Defining the Goal: The True Path to Career Readiness in the 21st Century","authors":"Margo N. Long","doi":"10.5195/jyd.2022.1325","DOIUrl":"https://doi.org/10.5195/jyd.2022.1325","url":null,"abstract":"In (Re)Defining the Goal: The True Path to Career Readiness in the 21st Century, author Kevin Fleming presents his an extensively researched approach for deconstructing the prevalent “one-size-fits-all” education paradigm. The book provides a new perspective with replicable strategies and outlines 6 proven steps to help young people thrive in the evolving workforce. Youth development practitioners will find the topics discussed relevant and practical as they guide their clientele toward personality-aligned careers and not just toward college.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"82 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76475841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Jackson-Gordon, Jacinda K. Dariotis, B. Fisher, Victoria L. Dickman-Burnett
Sexual violence prevention programs are important for addressing sexual violence and are often implemented in local community and university settings. However, program implementer perspectives are often missing from academic research literature, limiting access to practical knowledge that can provide insights to improving programs and prevention. This study illustrates the landscape of sexual violence primary prevention work in a Midwestern metropolitan area. Seven interviews with community and university implementers took place in 2020, providing information about local prevention programs and expert insights to community prevention culture. Geographic data about implementation locations was also collected to visually assess coverage of preventive services and confirm that the major sub-areas of the metropolitan area were represented by this research. Interviews provided descriptions of local programs implemented with adolescents and young adults which usually took place in school or university settings and focused on healthy relationships. Capacity was most often cited as a challenge faced internally, whereas broader outer contexts may inhibit or support prevention externally. Findings capture the perspectives of sexual violence prevention program implementers, including discussion of tensions related to adaptation versus fidelity and how implementation contexts specific to this programming may influence implementation.
{"title":"Implementing Sexual Violence Primary Prevention Programs: A Case Study of Implementer Perspectives","authors":"Rachel Jackson-Gordon, Jacinda K. Dariotis, B. Fisher, Victoria L. Dickman-Burnett","doi":"10.5195/jyd.2022.1272","DOIUrl":"https://doi.org/10.5195/jyd.2022.1272","url":null,"abstract":"Sexual violence prevention programs are important for addressing sexual violence and are often implemented in local community and university settings. However, program implementer perspectives are often missing from academic research literature, limiting access to practical knowledge that can provide insights to improving programs and prevention. This study illustrates the landscape of sexual violence primary prevention work in a Midwestern metropolitan area. Seven interviews with community and university implementers took place in 2020, providing information about local prevention programs and expert insights to community prevention culture. Geographic data about implementation locations was also collected to visually assess coverage of preventive services and confirm that the major sub-areas of the metropolitan area were represented by this research. Interviews provided descriptions of local programs implemented with adolescents and young adults which usually took place in school or university settings and focused on healthy relationships. Capacity was most often cited as a challenge faced internally, whereas broader outer contexts may inhibit or support prevention externally. Findings capture the perspectives of sexual violence prevention program implementers, including discussion of tensions related to adaptation versus fidelity and how implementation contexts specific to this programming may influence implementation.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"21 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74804744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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