Perceptions of a Youth-Serving Training Program: A case study

Janna C. Heyman, Henry J. Davis, Peggy Kelly and Christopher A. Curtis

Children and Youth Services Review, 2024, vol. 163, issue C

Abstract: Capturing the voices of individuals working in youth-serving systems is invaluable to understanding what makes for a meaningful and beneficial training experience. One such training program, Youth Thrive, was developed by the Center for the Study of Social Policy (CSSP) to promote the health and well-being of youth (ages 9-26) by introducing research on youth development, neuroscience, trauma, and resilience to youth-serving agencies. The culmination of these components inspired Youth Thrive’s use of protective and promotive factors to understand and advocate with and for youths. These factors included youth resilience, social connections, knowledge of adolescent development, concrete support in times of need, and cognitive and socialemotional competence. Recognizing that the effectiveness of youth-based trainings is contingent upon the perceptions and experiences it offers participants. This qualitative and illustrative case study sought to answer the following questions: (1) How do participants perceive the training? and (2) How has the experience helped participants in their youth-serving roles? In turn, these responses can provide us with greater understanding of what successful youth-serving intervention trainings might embody. Interviews were conducted with 17 participants with varying levels of experience in the deployment of youth services. The following themes were uncovered at the conclusion of the analysis stage: (1) Bond over common language; (2) Youth-centered focus; (3) Reaffirming practitioner’s approaches in practice; and (4) Building a community of learners. In addition, internal training material were collected and reviewed. Discussion of strategies, including a feedback loop, are explored.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:163:y:2024:i:c:s0190740924003426

DOI: 10.1016/j.childyouth.2024.107770

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