Research Paper - Studies in Youth Leadership Development (original) (raw)
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Exploring youth leadership in theory and practice
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The author of this chapter draws on adult leadership literature by presenting the adaptive leadership model. He then presents case studies of three existing youth leadership education programs, viewed through the lens of the adaptive leadership model. The analysis explores the conceptions of leadership that inform each program, the pedagogies employed by each program to teach leadership, and the alignment that exists between theory and practice. The study concludes with a grounded theory exploration of the theories and pedagogies employed in youth leadership education in the field today.
Bridging generations: Applying “adult” leadership theories to youth leadership development
New Directions for Youth Development, 2006
The vast literature related to adult leadership has very little to say about youth leadership. Adult leadership literature tends to focus on issues of authority (voice, influence, and decision-making power). In contrast, youth leadership literature tends to focus on issues of ability (skills, knowledge, and talents). The author explores the difference and attempts to bridge the gap.
Investigating the Development of Adolescent Leadership Potential: A Longitudinal Case Study
2017
My doctoral research project explored the development of adolescent leadership potential within a secondary Catholic school in Perth, Western Australia. Previous research efforts that looked at adolescent leadership did so by examining the perspectives of adults and children using a "snapshot" approach, but the longitudinal design of this project was chosen intentionally to investigate how leadership developed over time. Located within the interpretive paradigm, a 3-year longitudinal case study framed the data collection process. Data were collected from the staff and students most closely involved in a school-based student leadership development program through the exercise of four qualitative research methods. The methods included conducting semi-structured interviews, performing an extensive document search (of published literature and written communication at the school), taking researcher field notes (both in and out of interviews), and regularly maintaining a reflective field journal. These methods helped the researcher inductively conceptualize how one school-based program contributed to the development of adolescent leadership potential of participating students. Learning Outcomes By the end of this case, students should be able to • Describe some benefits and limitations associated with longitudinal research • Affirm the importance of using multiple methods of data collection (i.e., triangulation) to enhance a longitudinal project's trustworthiness • Develop an appreciation for the practicalities of various qualitative research methods within a longitudinal case study • Appreciate how longitudinal research can heighten ethical issues present in other investigations Case Study Purpose of Research The purpose of my doctoral study was to investigate how one Western Australian Catholic secondary school developed leadership potential in its young adolescents (aged 15-18 years) and to discern what kind of leaders were being produced through its efforts. The five specific research questions that directed and underpinned the focus of the study explored how the key participants of the study-namely, the elected student leaders and key staff-perceived and understood the program of student leadership development currently implemented at the school. These questions were predominantly concerned with the experienced reality of the program as perceived by the participants and were grounded in their subjective understanding of the diverse transactions that constituted the "lived experience" of the program in practice. The chief focus of this study was to obtain explicit, personally expressed accounts from the participants themselves about student leadership and student leadership development. Inquiries were made to illuminate what was expected of student leaders in their elected positions, what these leaders understood about themselves, and the development that had taken place as a result of their involvement in the existing leadership program.
Leadership In Relation To Social Maturity Among Adolescents
IJCRT, 2022
Among God’s creation, Man is a social animal and his existence without social set up can hardly be imagined. Parents, family members, neighbors, peer groups, society, etc. expect him to behave in a socially acceptable manner and to learn the ways to interact with them. This ability to function in an appropriately responsible manner while understanding the social rules and norms in place in a given culture and the ability to use that knowledge effectively is known as social maturity. It is the ability to tolerate and adjust to frustration with stress while attaining tolerant outlook, a satisfactory life philosophy that enables to satisfy physical as well as psychological needs. Social maturity produces a climate of trust, harmony, active cooperation and peaceful co-existence while social immaturity, on the other hand, produces a climate of fear, discord, confrontation and one war after another
A Comprehensive Leadership Education Model to Train, Teach, and Develop Leadership in Youth
Journal of Career and Technical Education, 2002
The authors conducted a meta-analysis of the youth leadership development literature and were able to construct a conceptual model for teaching, training, and developing leadership in youth. After citing the need for leadership education, and the lack of information regarding leadership development for young people in career and technical education, the model is described in detail and proposed as a curriculum framework for teaching leadership to all students. The model consists of five dimensions and three stages of development. The five dimensions of the conceptual model are: (1) Leadership Knowledge and Information, (2) Leadership Attitude, Will, and Desire, (3) Decision Making, Reasoning, and Critical Thinking, (4) Oral and Written Communication Skills, and (5) Intra and Interpersonal Relations. The recommendation is made to allow the model to serve as the first step in developing a curriculum designed to teach leadership to youth in a formal setting.
The Structural and Conceptual Model of Development of Leadership in Junior School Children
International journal of environmental and science education, 2016
This study addresses a problem that is currently relevant for the modern society – the development of leadership. It attempts to analyze theoretically the literary sources that cover the development of leadership. The authors give their opinion on the general leadership theory, which regards leadership as a two-subject phenomenon, give their reasoning behind the necessity of developing leadership at the junior school age, and distinguish the peculiarities of junior schoolchildren. Research methodology used in the elaboration of structural-content model of leadership development in junior schoolchildren was based on axiological, system, activity and the student-centered approaches. This model includes the following components: objectives, tasks, theoretical and methodological frameworks, principles, types of activity, criteria of the formation of leadership, indicators of the formation of leadership, and the expected results. Proposed recommendations will simplify the work of special...
‘Cadjan – Kiduhu’, 2014
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Modeling Youth Leadership: An Integration of Personality Development Theories and Ethics
Journal of Leadership Education, 2019
Although youth leadership has been well described within the literature, the dearth of theoretically derived models that specifically reflect ethics and comprehensive nature of youth development still remains. The purpose of this article is to synthesize the existing youth leadership research and theories of personality development to propose a model of youth leadership. The resulting model includes 5 major interconnected components, such as cognitive, socio-emotional, motivational, behavioral, and ethical. As part of the model, ethics is suggested as a core of youth leadership and its development. The model can be used to inform planning of contextually reflective leadership education, specific curriculum and developmental interventions.
Leadership: Past, Present, and Future
L eadership matters, according to prominent leadership scholars (see also Bennis, 2007). But what is leadership? That turns out to be a challenging question to answer. Leadership is a complex and diverse topic, and trying to make sense of leadership research can be an intimidating endeavor. One comprehensive handbook of leadership (Bass, 2008), covering more than a century of scientific study, comprises more than 1,200 pages of text and more than 200 additional pages of references! There is clearly a substantial scholarly body of leadership theory and research that continues to grow each year. Given the sheer volume of leadership scholarship that is available, our purpose is not to try to review it all. That is why our focus is on the nature or essence of leadership as we and our chapter authors see it. But to fully understand and appreciate the nature of leadership, it is essential that readers have some background knowledge of the history of leadership research, the various theoretical streams that have evolved over the years, and emerging issues that are pushing the boundaries of the leadership frontier. Further complicating our task is that more than one hundred years of leadership research have led to several paradigm shifts and a voluminous body of knowledge. On several occasions, scholars of leadership became quite frustrated by the large amount of false starts, incremental theoretical advances, and contradictory findings. As stated more than five decades ago by Warren Bennis (1959, pp. 259–260), " Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for