positive youth development and high-yield, nature-based, outdoor experiences: family perceptions and...
TRANSCRIPT
Positive Youth Development and High-Yield, Nature-Based, Outdoor Experiences:
Family Perceptions and Family Inclusive Opportunities
Katie M. ShawYouth Development Leadership Graduate Program
College of Health, Education, and Human Development
Clemson University
Introduction
• High-Yield, Nature-Based, Outdoor Experiences– Sense of place• Basic Needs and Self Determination Theory
– Resiliency Training
• Families are essential component to youth development
Outdoor Experiences Important
Family Important
Lack of Connection
Problem
• Youth partaking in fewer HYNBOE and efforts to promote participation lack family inclusiveness
• Programs remove youth from proximal environment to promote PYD– Deter: • Optimal development • Internal motivation
Constraints to Family
Participation in HYNBOE
Reliance on Engineered Entertainme
nt
Less Engagement
in Natural World
Purpose
• Resulting data will help ascertain– Thematic overlap in parental perceptions – Potential programming needs and transferable
efforts within the field that address parental perceptions
Qualitative Evaluation
Parent Perceptions
Constraints
Benefits
Outdoor Organizations
Family Inclusive Efforts
Guiding Questions1) What are parents' perceived benefits of participation in high-yield,
nature-based, outdoor experiences?
2) What are parents' perceived barriers or constraints to participation in high-yield, nature-based, outdoor experiences?
3) Do barriers or constraints to partaking in high-yield, nature-based, outdoor experiences preclude the benefits gained from participation?
4) Do outdoor organizations aim to make the benefits of participation as identified by parents attainable through family inclusive, high-yield, nature-based, outdoor programming?
5) Do outdoor organizations aim to overcome barriers or constraints as identified by parents to make participation in family inclusive, high-yield, nature-based, outdoor experiences possible?
Literature Review
• High-Yield Activities (Sibthorp & Morgan, 2011)
HYNBOE
Cognitive & Behavior
Competency Keen
Awareness & Sensory
Skills
Learning Performanc
e
Motivation
InitiativeContributing to Self, Family,
Community, & Society
Empathy
Strong Sense of Identity
Strong Relationshi
ps with Adults &
Peers
Moral Character
Literature Review
• National Kids Survey (Cordell, Green, Larson, Stephens, Fly, & Schexnayder,
2011)
– 63%, >80%, 50% – Types of outdoor activities cause concern• Louv's (2008) Nature Deficit Disorder
– Engineered entertainment outdoors
• Constraints Theory (Crawford, Jackson, & Godbey, 1991)
Literature Review
• Needs Attention: – Integration of families and communities
in outdoor program design and implementation
– Constraints: Safety and Feasibility – Benefits: Gap in Literature
• Qualitative Investigation: – Grounded Theory
• Population & Sample: – Parents – Outdoor Organizations
Methodology
Methodology
• Data Collection: – Parent
• Semi Structured Interview
– Organization• Document Review
• Instrumentation: – Researcher– Script– Audio-Recorder– Form
Methodology
• Parent Data Analysis: Inductive Process– Open Coding
(Bogdan & Biklen, 1992, as cited in Creswell, 2009)
– Axial Coding of Constraints Constraint Theory Model
– Selective Coding of Benefits Broader Themes
–Member Checking– Tabulation
Methodology
• Outdoor Organization Data Analysis: Inductive Process–Member Checking – Tabulation– Coding and Thematic Identification– Compare & Contrast • Current Efforts with Identified Needs
Limitations & Delimitations
• Thematic Saturation• Language and Scheduling• Census• One School • One Parent
Implications
• Promote PYD – Better Descriptors: • Perceived benefits and constraints to
participation in HYNBOE• Family-inclusive needs, opportunities, and
transferable practices in the regional community
References Beightol, J., Jevertson, J., Gray, S., Carter, S., & Gass, M. (2009). The Effect of an Experiential, Adventure-Based "Anti-
Bullying Initiative" on Levels of Resilience: A Mixed Methods Study. Journal Of Experiential Education, 31(3), 420-424. Brennan, M. A. (2008). Conceptualizing resiliency: an interactional perspective for community and youth development.
Child Care in Practice, 14(1), 55-64.Brown, J. (2008). We don't need your help, but will you please fix our children. Australian & New Zealand Journal of Family Therapy, 29(2), 61-69.
Cheng-Sian Chang, Tzung-Shi Chen, & Wei-Hsiang Hsu. (2010). The study on integrating WebQuest with mobil learning for environmental education. Computers & Education, 57(1), 1228-1239.
Collins, K., Onwuegbuzie, A., & Jiao, Q. (2007). A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research 1(3), 267-294.
Cordell, K., Green, G., Larson, L., Stephens, R., Fly, M., & Schexnayder, S. (2011). Kids are Going Outdoors?. Parks & Recreation, 46(10), 40-41.
Crawford, D.W., Jackson, E.L., Godbey, G.C. (1991). A hierarchical model of leisure constraints. Leisure Sciences, 13, 309-320.
Creswell, J.W. (2009). Research design: Quantitative, qualitative, and mixed methods approach, 3rd edition. Thousand Oaks, CA: Sage Publications.
Doug, E. & Chick, G. (2005). Culture constraints on leisure through cross-cultural research. Canadian Association for Leisure Studies. Retrieved from http://lin.ca/Uploads/cclr11/CCLR11-30.pdf
Evenson, K. R., Murray, D. M., Birnbaum, A. S., & Cohen, D. A. (2010). Examination of perceived neighborhood characteristics and transportation on changes in physical activity and sedentary behavior: The Trial of Activity in Adolescent Girls. Health & Place, 16(5), 977-985. doi:10.1016/j.healthplace.2010.06.002
Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine DeGruyter.
Glasser, W. ( 2001). Choice theory in the classroom. New York, New York: HarperCollins Inc. Godbey, G., Crawford, D. W., & Xiangyou Sharon, S. (2010). Assessing Hierarchical Leisure Constraints Theory after Two
Decades. Journal Of Leisure Research, 42(1), 111-134.Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental
Psychology, 15, 169-182.
References Kimbro, R., & Schachter, A. (2011). Neighborhood poverty and maternal fears of children's outdoor play. Family Relations, 60(4),
461-475. doi:10.1111/j.1741-3729.2011.00660.xKimbrough, S. (2007). Research Update: Promoting Self-Efficacy Through Play. Parks & Recreation, 42(10), 24-29. Kriesberg, D. (2003). The Gift of the OUTDOORS. New York State Conservationist, 58(1), 22. Louv, R. (2008). Last Child in the Wood: Saving our children form nature-deficit disorder. New York, Ney York: Algonquin. Mainella, F. P., Agate, J. R., & Clark, B. S. (2011). Outdoor-based play and reconnection to nature: A neglected pathway to
positive youth development. New Directions For Youth Development, 2011(130), 89-104. 10.1002/yd.399Nyaupane, G. P., Morais, D. B., & Graefe A. (2002). A comparison of leisure constraints among three outdoor recreation
activities: whitewater rafting, canoeing, and overnight horseback riding. Proceedings of the 2002 Northeastern Recreation Research Symposium. 152-157. Retrieved from http://nrs.fs.fed.us/pubs/gtr/gtr_ne302/gtr_ne302_152.pdf.
Oliver, M., Witten, K., Kearns, R. A., Mavoa, S., Badland, H. M., Carroll, P., & ... Ergler, C. (2011). Kids in the city study: research design and methodology. BMC Public Health, 11(1), 587-598. doi:10.1186/1471-2458-11-587
Padilla-Walker, L. M., Hardy, S. A., & Christensen, K. J. (2011). Adolescent Hope as a Mediator Between Parent-Child Connectedness and Adolescent Outcomes. Journal Of Early Adolescence, 31(6), 853-879. 10.1177/0272431610376249
Place, G. (2004). Youth Recreation Leads to Adult Conversation. Parks & Recreation, 39(2), 29-38.Quality Time. (2011). Working Mother, 34(4), 76-78. Shellman, A., & Ewert, A. (2010). A multi-method approach to understanding empowerment processes and outcomes of
adventure education program experiences. Journal Of Experiential Education, 32(3), 275-279. Sibthorp, J. (2010). A Letter From the Editor: Positioning Outdoor and Adventure Programs Within Positive Youth Development.
Journal Of Experiential Education, 33(2), 106. 853-879. 10.1177/0272431610376249 Sibthorp, J., & Morgan, C. (2011). Adventure-based programming: Exemplary youth development practice. New Directions For
Youth Development, 2011(130), 105-119. 10.1002/yd.400State of Connecticut. (2012). No Child Left Inside. Retrieved March 25, 2012 from http://www.ct.gov/ncli/cwp/view.asp?
a=4005&q=471158&ncliNav_GID=2004Success Oriented Achievement Realized. (2012). Retrieved March 26, 2012 from http://www.soarnc.org/about.htmlTaylor, A., Wiley, A., Kuo, F. E., & Sullivan, W. C. (1998). Growing up in the inner city: Green spaces as places to grow.
Environment & Behavior, 30(1), 3.
References Taylor, A., Kuo, F. E., & Sullivan, W. C. (2001). COPING WITH ADD. Environment & Behavior, 33(1), 54. Texas Parks and Wildlife. (2012). Texas Outdoor Family. Retrieved March 25, 2011 from
http://www.tpwd.state.tx.us/outdoor-learning/texas-outdoor-family/ Weir, L. A., Etelson, D., & Brand, D. A. (2006). Parents' perceptions of neighborhood safety and children's
physical activity. Preventive Medicine, 43(3), 212-217. doi:10.1016/j.ypmed.2006.03.024Wendy, K. (n.d). Groups aim to 'plant seeds' with kids. USA Today. Wittkowski, A. A., Zumla, A. A., Glendenning, S. S., & Fox, J. E. (2011). The experience of postnatal
depression in South Asian mothers living in Great Britain: a qualitative study. Journal Of Reproductive & Infant Psychology, 29(5) 480-492. doi:10.1080/02646838.2011.639014
You, S., & Nguyen, J. T. (2011). Parents' involvement in adolescents' schooling: a multidimensional conceptualisation and mediational model. Educational Psychology, 31(5), 547-558. 10.1080/01443410.2011.577734