The article provides a brief review of theory and research on the roles of guilt, shame, and sympathy in predicting moral behaviors. Two models are presented and contrasted. The guilt-based model proposes that guilt and shame jointly predict prosocial and aggressive behaviors. In contrast, the sympathy-based model suggests that perspective taking…

Long-term studies monitoring the process of young people adopting new media patterns of social interaction and communication with parents and peers are needed to better understand how young people cope with perpetual peer communication, how parents and adolescents deal with intergenerational conflicts, and the outcomes of these practices and…

Organizational leaders often work to retain their employees and teach them the knowledge needed in becoming future organizational leaders. The purpose of the study examined in this article was to determine how mentoring within Camp Adventure Child and Youth Services contributes to the development of students selected to deliver programs to…

Professionals who work with youth can have a tremendous impact on the development and life trajectory of these young people. This article reports on an effort to provide support and professional development for those who work with youth during nonschool hours in a youth development fellowship program. Combining intensive residency workshops and a…

The technological complexity and richness of a child's environment today is far beyond what any adults today experienced when they were growing up. For example, no adult today knows what it is like to be a four-year-old using his or her first iPhone app or Webkinz account. Therefore, we seek ways to understand what children need in today's new…

In the 1960s, Augusto Boal created a process whereby audience members could stop a performance and suggest different actions for the actors, who would then carry out the audience's suggestions. Then, he began inviting audience members onto the stage to demonstrate their ideas and discovered that through their participation they become empowered…

Universities, because of their vast human and fiscal resources, can play the central role in assisting in the development of school-centered community development programs that make youth development their top priority. The Futures Academy, a K-8 public school in the Fruit Belt, an inner-city neighborhood in Buffalo, New York, offers a useful…

Efforts by metropolitan universities to engage in meaningful and democratic partnerships with community organizations require much time, effort, and considerable resources from the university and its various constituents. Widener University is located in a distressed urban environment. This study, presented from the perspective of the university's…

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is…

In this study, the authors tried to understand the types of dilemmas that adult leaders of youth programs encounter in their daily work with young people. The dilemmas come from an in-depth longitudinal study of ongoing experiences in twelve high-quality urban and rural programs for high school-aged youth. Transcripts from 125 interviews with the…

When the most recent generation of community building initiatives (CCIs) was launched in the late 1980s and early 1990s, the field wanted to invest in and learn about the effectiveness of a kind of initiative that was meant to bring together the best of what had been learned during the 1960s, 1970s, and 1980s about how to go about promoting change…

Youth work is a field that has moved from a sole focus on the treatment of youth problems to their prevention, and more recently, the promotion of normal, healthy development. Concurrent with this trend to a more comprehensive approach to youth services (one that serves a continuum from promotion to prevention to short- and long-term treatment)…

In January 2004, the National Collaboration for Youth approved a list of core competencies needed by entry-level youth development workers for effective youth development practice. This chapter provides an overview of these competencies, explaining why and how the list was created, outcomes, and recommendations for next steps. (Contains 13 notes.)

Whether staff members are working in urban, rural, or suburban branches, for many years national organizations have been committed to preparing them to work effectively with young people. Over the past couple of decades, national organizations have sought and received strong funding to develop targeted, comprehensive professional development…

Several years ago intermediaries in Boston were challenged to build a continuum of training around a shared set of competencies for those who work with young people ages five to twenty-two during the out-of-school-time hours. After receiving a few small planning grants, local intermediaries teamed up with large youth-serving organizations to…