The problem is youth today tends to lack self-esteem, motivation, moral value, and a positive outlook on life (Sullivan & Larson, 2010). The specific problem is their lack the necessary skills needed for solving problems, working as a team, listening skills, and conflict resolution (Fertman & Linden, 1999). Promoting these skills will empower the youth economically and socially as well as encourages them to develop resistance to negative influences, self-esteem and the self-confidence required for a successful adult life (Zacharatos, Barling, & Kelloway, 2000). Purpose Statement The purpose of this quantitative study is to investigate the existence of current leadership training programs at primary and high schools. If found, these will be used to compare the effect of newly developed leadership training programs on selected study participants, consisting of various age groups between 12 and 18 yea
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 examined the effectiveness of organized youth programs to provide social capital and access to resource-bearing adults to participating youth. 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 best suited to the development of initiative is structured voluntary activities, such as sports, arts, and participation in organizations. These context create opportunity for youths to experience the rare combination of intrinsic motivation and deep attention. Adolescents participating in effective organizations were found to acquire a new operating language that appears to correspond to the development of initiative. (PsycINFO Database Record
Larson, R., Hansen, D., and Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849-863.
The authors studied the different types of experiences that youth encounter according to their participation in community-based and extracurricular activities. A representative sample of 2,280 11th graders took a computerized survey about their organized youth activities. Sports and arts programs were reported to develop initiative, but sports were also considered high stress. Service activities were associated with teamwork, positive relationships, and social capital. Positive experiences were reported as more significant in youth programs than in school classes.
Lee, B.C., Westaby, J.D., and Berg, R.D. (2004). Impact of a national rural youth health and safety initiative: Results from a randomized controlled trial. American Journal of Public Health, 94 (10), 1743-1749. doi: 10.2105/AJPH.94.10.1743
The authors carried out an evaluation of a rural youth health and safety initiative implemented by the 4000 National FFA in the United States. Data was collected at 3 intervals and with a 3-group, cluster-randomized, controlled trial design. Of the 3081 students and 81 advisors, no significant effect of the initiative on agricultural health and safety knowledge, safety attitudes, leadership, self-concept, and self-reported injuries of project participants. According to data from 30 public health nurses following the intervention confirmed that no sustainable community partnerships were developed.
Mavroveli, S., Petrides, K.V., Rieffe, C, and Bakker, F. (2007). Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence. British Journal of Developmental Psychology, 25, 263-275.
The authors studied the relationship between trait EI and four socioemotional criteria in adolescents. EI was positively associated with adaptive coping styles and negatively associated with depressive thoughts. In boys, EI is negatively associated with maladaptive coping styles. More nominations were given to classmates with high EI for leadership qualities.
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