Social relationships between staff and youth in a physical activity-based positive youth development program

Martha Lindley McDavid, Purdue University

Abstract

Positive youth development (PYD) programs offer enriching experiences that help young people discover and develop skills that will help them become productive, successful, and healthy adults (Damon, 2004; Lerner, von Eye, Lerner, & Lewin-Bizan, 2009). The social context within PYD programs serves as a mechanism in this process and program staff are often responsible for creating a social environment where youth feel safe and supported while participating in activities designed to foster growth (Benson, Scales, Hamilton, & Sesma, 2007; Larson, 2006). Basic psychological needs theory conceptualizes that staff-youth interactions will lead to well-being in youth to the degree that they provide autonomy support, involvement, and structure (Deci & Ryan, 1991). The purpose of this dissertation was to examine social relationships between staff and youth in a physical activity-based PYD program through a randomized controlled trial of a theory-based staff training, youth perceptions of staff and well-being, and staff perceptions on how they build relationships that foster well-being in youth and on the training they received. Study 1 used an experimental design to test if a new theory-based staff training can increase (1) staff use of autonomy support, involvement, and structure; (2) youth perceptions of staff autonomy support, involvement, and structure; and (3) youth well-being (psychological need satisfaction, self-worth, and hope). Participants were staff (N = 24) and youth ( N = 379) recruited from a four-week, summer physical activity-based PYD program. Staff participated in a randomized controlled trial of a new staff training based in basic psychological needs theory (Deci & Ryan, 1991) where staff in the intervention condition were trained to interact with youth using autonomy support, involvement, and structure. Staff-youth interactions were observed by researchers, and youth completed pre- and post-program surveys that assessed their perceptions of autonomy support, involvement, structure, and well-being. Staff who completed the new training engaged youth using greater autonomy support and structure. Youth perceptions of staff behavior positively predicted well-being, but perceptions of staff behaviors and well-being were not dependent on condition assignment. Findings from Study 1 include that staff interpersonal behaviors can be improved through training, and staff-youth relationships characterized by autonomy support, involvement, and structure can enhance well-being in youth. Study 2 qualitatively examined how staff establish social relationships that foster well-being in youth, and elicited the feedback on the training received in Study 1 from the perspective of staff. Ten staff members (7 women, 3 men; age = 16–23 years) from the physical activity-based PYD program were interviewed. Staff communicated that they developed close social connections with youth through shared program experiences, one-on-one conversations, and serving as parent-, friend-, and sibling-figures. Staff also built positive relationships by helping youth process challenges and by exemplifying friendship. Staff assigned to the intervention condition in Study 1 shared that their training provided useful strategies to build relationships with youth and helped them identify how program activities could enhance well-being in youth. Staff encountered barriers that inhibited their ability to build relationships with youth, including a large staff-to-youth ratio and limited time in the schedule for informal conversations. To foster well-being in youth, staff connected program activities to life experiences, role modeled healthy behaviors, and took extra time to engage youth who seemed most resistant to their efforts. Findings from Study 2 highlight the perspective of staff experiences in PYD programs, and provide strategies staff can use to build relationships with youth and feedback on how to help staff build positive relationships with youth through training. Study 1 and Study 2 examine how staff-youth social relationships foster well-being in youth through a randomized control trial of a theory-based staff training, observation of staff behaviors, and the perceptions of social relationships from youth and staff using basic psychological needs theory.

Degree

Ph.D.

Advisors

McDonough, Purdue University.

Subject Area

Social psychology|Kinesiology|Developmental psychology

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