(pdf) An Ecological Systems Theory Perspective On Youth Programming

4/13/2019

(PDF) An ecological systems theory perspective on youth programming

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• Microsystem

Individual, intraindividual, and programlevel characteristics

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• Mesosystem

All other contexts youth inhabit •

• Exosystem

Systems in which the youth do not directly take part but that still have an influence on their lives (e.g., teacher-youth worker relationships).

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• Macrosystem

Society at large

Be aware of the unique characteristics of your target populations. Make attempts to make the youth you serve feel comfortable within your program. Hire adults who possess positive attitudes towards youth. Provide ongoing youth worker training Evaluate your programs in terms of Eccles and Gootman’s (2003) features of positive developmental systems. Provide opportunities for youth voice and choice. Intentionally develop programs with specific target outcomes. Use established lists of developmental assets to select your targeted outcomes. Establish collaborative relationships with other youth contexts (e.g., family, school, other programs, etc.). Advocate for the development of unified community efforts to promote positive youth development. Encourage parental participation in your program so they better understand their children’s experiences. Work to establish positive relationships with your youths’ parents and families. Learn their names and greet them when they come to pick up their child from your program. Administrators need to treat their youth workers they with the same degree of care they expect the youth workers to treat the youth. Be an advocate for youth. Adopt Bales (2001) suggestions for improving public perceptions of youth.

https://www.researchgate.net/publication/257127659_An_ecological_systems_theory_perspective_on_youth_programming

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