The purpose of the study was to examine areas of competency for quality programming in the field of youth development. Program Quality is one of the new foci of evaluation capacity building (ECB) efforts that has not been clearly defined in the literature. For the purpose of this study, the researchers operationally defined program quality as the program characteristics, indicators, and implementation practice that stakeholders including researchers mutually agree upon. These program quality components are interlinked. It is critical to help youth practitioners think through the logical connection among the components of program quality. This can be partly achieved through professional development, which equips practitioners with competencies necessary to perform their tasks. Implementation of quality is associated with program staff’s ability to influence program structure and process. Staff expertise is not defined by only their knowledge and skills but also their ability to respond to challenges and problems they face daily at work. Through a systematic literature review, the authors identified key areas where program quality in the field of youth development can be effectively impacted by staff training activities; these areas then served as the components of a proposed staff training model. The latter consists of four components: child/youth development, social ecological theory, program management, and program theory. These components were found to be critical for quality programming.
| Published in | Advances in Sciences and Humanities (Volume 6, Issue 2) |
| DOI | 10.11648/j.ash.20200602.12 |
| Page(s) | 58-69 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Program Evaluation, Staff Training Model, Positive Youth Development (PYD), Program Implementation, Program Theory, Program Quality
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APA Style
Jeantyl Norze, Melissa Cater. (2020). A Systematic Review of Program Quality in the Field of Positive Youth Development. Advances in Sciences and Humanities, 6(2), 58-69. https://doi.org/10.11648/j.ash.20200602.12
ACS Style
Jeantyl Norze; Melissa Cater. A Systematic Review of Program Quality in the Field of Positive Youth Development. Adv. Sci. Humanit. 2020, 6(2), 58-69. doi: 10.11648/j.ash.20200602.12
AMA Style
Jeantyl Norze, Melissa Cater. A Systematic Review of Program Quality in the Field of Positive Youth Development. Adv Sci Humanit. 2020;6(2):58-69. doi: 10.11648/j.ash.20200602.12
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Download@article{10.11648/j.ash.20200602.12,
author = {Jeantyl Norze and Melissa Cater},
title = {A Systematic Review of Program Quality in the Field of Positive Youth Development},
journal = {Advances in Sciences and Humanities},
volume = {6},
number = {2},
pages = {58-69},
doi = {10.11648/j.ash.20200602.12},
url = {https://doi.org/10.11648/j.ash.20200602.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20200602.12},
abstract = {The purpose of the study was to examine areas of competency for quality programming in the field of youth development. Program Quality is one of the new foci of evaluation capacity building (ECB) efforts that has not been clearly defined in the literature. For the purpose of this study, the researchers operationally defined program quality as the program characteristics, indicators, and implementation practice that stakeholders including researchers mutually agree upon. These program quality components are interlinked. It is critical to help youth practitioners think through the logical connection among the components of program quality. This can be partly achieved through professional development, which equips practitioners with competencies necessary to perform their tasks. Implementation of quality is associated with program staff’s ability to influence program structure and process. Staff expertise is not defined by only their knowledge and skills but also their ability to respond to challenges and problems they face daily at work. Through a systematic literature review, the authors identified key areas where program quality in the field of youth development can be effectively impacted by staff training activities; these areas then served as the components of a proposed staff training model. The latter consists of four components: child/youth development, social ecological theory, program management, and program theory. These components were found to be critical for quality programming.},
year = {2020}
}
TY - JOUR T1 - A Systematic Review of Program Quality in the Field of Positive Youth Development AU - Jeantyl Norze AU - Melissa Cater Y1 - 2020/06/16 PY - 2020 N1 - https://doi.org/10.11648/j.ash.20200602.12 DO - 10.11648/j.ash.20200602.12 T2 - Advances in Sciences and Humanities JF - Advances in Sciences and Humanities JO - Advances in Sciences and Humanities SP - 58 EP - 69 PB - Science Publishing Group SN - 2472-0984 UR - https://doi.org/10.11648/j.ash.20200602.12 AB - The purpose of the study was to examine areas of competency for quality programming in the field of youth development. Program Quality is one of the new foci of evaluation capacity building (ECB) efforts that has not been clearly defined in the literature. For the purpose of this study, the researchers operationally defined program quality as the program characteristics, indicators, and implementation practice that stakeholders including researchers mutually agree upon. These program quality components are interlinked. It is critical to help youth practitioners think through the logical connection among the components of program quality. This can be partly achieved through professional development, which equips practitioners with competencies necessary to perform their tasks. Implementation of quality is associated with program staff’s ability to influence program structure and process. Staff expertise is not defined by only their knowledge and skills but also their ability to respond to challenges and problems they face daily at work. Through a systematic literature review, the authors identified key areas where program quality in the field of youth development can be effectively impacted by staff training activities; these areas then served as the components of a proposed staff training model. The latter consists of four components: child/youth development, social ecological theory, program management, and program theory. These components were found to be critical for quality programming. VL - 6 IS - 2 ER -
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