Building trust: Reflections of adults working with high-school-age youth in project-based programs
A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores tr...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Griffith, Aisha N. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2019transfer abstract |
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| Umfang: |
12 |
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| Übergeordnetes Werk: |
Enthalten in: Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe - D'Hooge, Lorenzo ELSEVIER, 2017, an international multidisciplinary review of the welfare of young people, Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:96 ; year:2019 ; pages:439-450 ; extent:12 |
| Links: |
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| DOI / URN: |
10.1016/j.childyouth.2018.11.056 |
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| 520 | |a A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. | ||
| 520 | |a A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. | ||
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10.1016/j.childyouth.2018.11.056 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001376.pica (DE-627)ELV045285659 (ELSEVIER)S0190-7409(18)30577-2 DE-627 ger DE-627 rakwb eng 300 VZ 70.00 bkl 71.00 bkl Griffith, Aisha N. verfasserin aut Building trust: Reflections of adults working with high-school-age youth in project-based programs 2019transfer abstract 12 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. Johnson, Haley E. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:96 year:2019 pages:439-450 extent:12 https://doi.org/10.1016/j.childyouth.2018.11.056 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 96 2019 439-450 12 |
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10.1016/j.childyouth.2018.11.056 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001376.pica (DE-627)ELV045285659 (ELSEVIER)S0190-7409(18)30577-2 DE-627 ger DE-627 rakwb eng 300 VZ 70.00 bkl 71.00 bkl Griffith, Aisha N. verfasserin aut Building trust: Reflections of adults working with high-school-age youth in project-based programs 2019transfer abstract 12 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. Johnson, Haley E. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:96 year:2019 pages:439-450 extent:12 https://doi.org/10.1016/j.childyouth.2018.11.056 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 96 2019 439-450 12 |
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10.1016/j.childyouth.2018.11.056 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001376.pica (DE-627)ELV045285659 (ELSEVIER)S0190-7409(18)30577-2 DE-627 ger DE-627 rakwb eng 300 VZ 70.00 bkl 71.00 bkl Griffith, Aisha N. verfasserin aut Building trust: Reflections of adults working with high-school-age youth in project-based programs 2019transfer abstract 12 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. Johnson, Haley E. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:96 year:2019 pages:439-450 extent:12 https://doi.org/10.1016/j.childyouth.2018.11.056 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 96 2019 439-450 12 |
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10.1016/j.childyouth.2018.11.056 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001376.pica (DE-627)ELV045285659 (ELSEVIER)S0190-7409(18)30577-2 DE-627 ger DE-627 rakwb eng 300 VZ 70.00 bkl 71.00 bkl Griffith, Aisha N. verfasserin aut Building trust: Reflections of adults working with high-school-age youth in project-based programs 2019transfer abstract 12 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. Johnson, Haley E. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:96 year:2019 pages:439-450 extent:12 https://doi.org/10.1016/j.childyouth.2018.11.056 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 96 2019 439-450 12 |
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10.1016/j.childyouth.2018.11.056 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001376.pica (DE-627)ELV045285659 (ELSEVIER)S0190-7409(18)30577-2 DE-627 ger DE-627 rakwb eng 300 VZ 70.00 bkl 71.00 bkl Griffith, Aisha N. verfasserin aut Building trust: Reflections of adults working with high-school-age youth in project-based programs 2019transfer abstract 12 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. Johnson, Haley E. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:96 year:2019 pages:439-450 extent:12 https://doi.org/10.1016/j.childyouth.2018.11.056 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 96 2019 439-450 12 |
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A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. |
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A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. |
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A program leader's ability to build trust with youth is critical in effective project-based programs that serve as interventions to support skill development. However, there is little empirical research on the trust-building process from the perspective of leaders. The current study explores trust-building through semi-structured interviews with twenty-five leaders from thirteen project-based programs serving high-school-age youth. Constant comparative analytic strategies identified four primary approaches to building trust: (1) respecting youth; (2) building rapport with youth; (3) being consistent; and (4) occupying a nuanced adult role in youth's lives. Despite facing some challenges to building trust, leaders believed they had successfully built trust when youth engaged in specific behaviors. These behavioral indicators of trust were: (a) youth asking more from leaders on their work or challenges in their personal life; (b) youth sharing more with leaders on their opinions, thoughts, or feelings; and (c) youth communicating they were willing to support the program's mission by going above and beyond program expectations. We conclude by discussing the theoretical implications of the findings and the practical implications as they relate to the youth development field. |
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