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Leadership Training for Youth
Annotated Bibliography
Allen, S.J. (2007, Spring). Adult learning theory & leadership development," Kravis Leadership Institute, Leadership Review, 7, 26-37.
The authors explore the relationship between leadership development and adult learning theory, specifically behaviorism, cognitivism, constructivism, and social learning theory. Leadership is studied within learning theories framework.
Charbonneau, D., Barling, J, and Kelloway, E.K. (2001). Transformational leadership and sports performance: The mediating role of intrinsic motivation. Journal of Applied Social Psychology, 31(7), 1521-1534.
The authors sought to test a model of transformational leadership with regard to its indirect effect on sports performance through the mediating effects of the athlete's intrinsic motivation. University athletes rated the transformational leadership of their coaches and their own intrinsic motivation, while the coaches assesses the athletes' performance. Kelloway's mediator tests (1996, 1998) were used to model the relationships. Intrinsic motivation was found to be a mediator of transformational leadership and sports performance, such that transformational leadership may enhance intrinsic interest.
Dormody, T.J. And Seevers, B.S. (1994). Predicting youth leadership life skills development among FFA members in Arizona, Colorado, and New Mexico. Journal of Agricultural Education, 35(2), 65-71.
The authors study the relationship between membership in FFA and the development of youth leadership skills. The study results showed that that FFA leadership activities had a weak positive relationship with youth leadership life skills development. Female FFA members had higher youth leadership life skills development than male members.
Jarrett, RL., Sullivan, P.J., and Watkins, N.D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41-55.
The authors...
Qualitative interview were conducted with adolescent youth over a 3 to 4-month period. Relationships between youth and adults were found to progress in stages, and youth were found to benefit through contact with suitable adults and exposure to adult worlds.
Johns, S., Kilpatrick, S., Falk, I., Mulford, B (2001). Leadership from within: Rural community revitalization and the school-community partnership. Youth Studies Australia.
The authors studied the relationship between involvement in school community partnerships, rural community revitalization and youth development. Youth were found to benefit from the programs with respect to increased skill and confidence levels, increased awareness of community functioning, and an increased tendency to remain in the community. The program participants were more likely to play an active role in the social and economic life of their community, such as voluntary service and more participation in cultural and sporting activities.
Kirk A. Astrothm, K.A. (1996, December). Leadership in nonformal youth groups: Does style affect youth outcomes? Research in Brief, 34(6).
The authors studied the relationship of adult leadership styles on the development of life skills in youth participants. A one year-long study of five youth clubs in Montana found that adult leadership style was a discriminant variable, and that autonomy-oriented leaders were better at fostering skill development in youth than were control-oriented leaders. The study used both qualitative and quantitative research methods to triangulate findings and draw conclusions.
Larson, R.W. (2000, January). Toward a psychology of positive youth development.
American Psychologist, 55(1), 170-183. doi: 10.1037/0003-066X.55.1.170
The authors studied contexts in which adolescents had opportunities to learn leadership skills. The study findings indicate that the context…
Leadership Training for Adolescents The focus of this work is the examination of whether early youth leadership training for adolescents could be a vehicle to address these problems among youth in rural communities. This study is quantitative in nature and investigates the existence of current leadership training programs at primary and high schools. The effect of newly developed leadership training programs and their effect on selected study participants will be
Leadership Training for Adolescents How do adolescent in an early leadership program define their leadership experience? Early leadership programs have made positive impacts on adolescents who participate in the programs. These programs help them in developing leadership related skills, knowledge and behavior. Adolescents participating in early leadership programs are more aware of the individual differences and developmental needs of young leaders (Herman & Cunningham, 2008). Further, they define their leadership experience
leadership training and experiences for youth. The research methodology was carefully drafted and developed as the best means for exploring this concept. A mixed methods, non-experimental, correlational study will be conducted to examine how problem solving, communication, and the building of self-esteem, contributes to early leadership training and development for youth in rural and inner city communities. While few research methodologies are perfect, this one has a tremendous amount
Early Leadership Training and Its Relationship to Communication Skills, Self-Esteem, and Problem Solving Skills among Adolescents The research study explored the efficient of the youth leadership programs in Charleston County. The methodology applied to this study is a qualitative embedded case study, which answers the what, how and or why questions of social phenomenon. The researcher conducted interviews with eight previous participants of youth leadership programs. The results of the interviews
Leadership Training and Its Relationship to Communication Skills, Self-Esteem, and Problem Solving Skills among Youth Transformational leadership remains a critical phenomenon as described through behavioral components such as inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation. Idealized influence is the first element and is reflected based on the conceptualization by transformational leaders who behave in a manner that allows them appear as role models among their followers. Such individuals
adolescents lack the necessary skills needed for solving-problems, self-esteem, and communication skills (Fertman & Linden, 1999; Sullivan & Larson, 2010). Moreover, adolescents tend to lack self-esteem, motivation, moral value, and a positive outlook on life (Sullivan & Larson, 2010). However, to be competitive in the world of business, adolescents must learn and be trained on way to effectively manage their emotions. Moreover, James Heckman states that investing in children's