Wirkungsnachweis aus der Literatur

Mittelfristig (1 bis 5 Jahre)
Mikro (Individuum)

trust-growth for project participants towards the youth workers

Beziehungsaufbau und Interaktiosfähigkeiten

The analyses showed that youth’s projects provided favorable conditions for trust-growth. A majority of youth (N 59) described trust formation stemming from leaders helping with their project work. The study authors identified five distinct trust-growth sequences associated with different kinds of leader help. One set of trust-growth sequences stemmed from interactions in which leaders demonstrated care for youth as individuals—as whole persons with personal interests and needs beyond the program. Youth reported that their trust increased through conversations (typically one-on-one) in which leaders were attentive to them, provided personal assistance, and demonstrated they were aware that youth had lives beyond work in the program. Another set of trust-growth sequences differed from the prior ones in that youth made judgments a step removed from the action; they were observing and evaluating leaders’ actions from a bird’s-eye position. An important finding was that youth’s trust-growth did not depend solely on their own interactions with leaders. Trust could grow through observing others’ interactions with leaders. This bird’s-eye observation was described as a contributor to trust-growth by 39 youth.

Beschreibung der Aktivität

Pathways Project: 13 project-based programs
high quality youth development programs with experienced staff; effective learning relationships with youth program leaders based on trust between the participants and the staff
mean age: 15.7; range 12–19 years
teilnehmende Kinder und Jugendliche

Evaluierung der Aktivität

Sonstige (nicht kategorisierbar)
The study authors collected data within the Pathways Project, a longitudinal study, approved by an Institutional Review Board, examining processes of youth development within programs. Participants came from 13 project-based programs serving low-income and working class high-school-age youth in Central Illinois (n 4), Chicago (n 5), and the Minneapolis–St. Paul metropolitan area (n 4).
Group A: Leader supports youth’s work in the program; Group B: Leader interacts with youth as a whole person; Group C: Youth observe and evaluate leaders’ actions.
Group A: Demonstrating confidence in youth’s potentials; Entrusting youth with responsibilities in the program; Providing everyday help and assistance; Giving feedback on youth’s work that was both honest and respectful; Providing assistance during challenging situations in youth’s work. Group B: Providing help with an instrumental need beyond the program; Being responsive to an emotional need.; Exchanging interests and experiences with the youth. Group C: Observing how leaders led the program; Observing interactions between youth and leaders; Global observation and evaluation of leaders’ actions.
108 ethnically diverse youth