Fostering Developmental Relationships
Youth programs provide important contexts where young people can develop trustworthy, lasting relationships with adults and peers. However, participating youth do not consistently experience all elements of developmental relationships when they participate.
Findings from research conducted by Search Institute (2023)
This session will provide an in-depth look into developmental relationships between youth and adults, learning why relationships are so important in youth development and why they are more than just “being there” for young people. During the live webinar session, hosted by two PYD champions, participants will experience the Developmental Relationship module of the PYD curriculum, a curriculum that they can then use to train volunteers and teen leaders on the concept of Developmental Relationships.
Before you begin – please register for one of the two required webinars for Session Three
Please complete the self-paced learning assignments listed below in the order they are presented.
Clicking on the button will open a new tab. To return to the session content, click on the PYD Academy in your browser’s tab list. This will take you back to where you left off.
Step One Read
Developmental Relationships as the Active Ingredient: A Unifying Working Hypothesis of “What Works” Across Intervention Settings
Junlei Li and Megan Julian (2012)
In this paper you will read about:
Developmental relationships and why they are essential for lasting positive impact on youth. You will read through short summaries of four studies in different child development settings that demonstrate the positive impact of developmental relationships in youth.
We are having you read this paper because:
We want you to understand the critical nature of developmental relationships in positive youth development, and begin to think about how these relationships are present in your own 4-H programming. We also want you to think about how well your volunteers understand and promote developmental relationships when they work with youth.
As you read don’t worry too much about:
Of the four studies presented, the one that is most pertinent to youth development work is #3. The remaining studies are useful, but the details may not apply directly to your work.
Pay close attention:
The notions of “scaffolding” and “facing.” Where do you see this evident in your 4-H programs. Notice, also, the importance of adult’s level of control. Should it stay the same over time? If it does stay the same, what impact does that have on positive youth development? Pay attention to the importance of mutuality in developmental relationships between youth and adults – what does this mutuality mean? And finally, spend some time looking carefully at Figure 1. Can you provide a 4-H situation that matches the diagram presented here?
Step Two – Watch
“When young people experience developmental relationships, they do better on a variety of indicators.”
Pekel, et al., 2018
Getting Relationships Right In this 14 minute video Dr. Kent Pekel, former CEO and president of Search Institute outlines the five key elements of developmental relationships. Also covered is the “4S” interview that you can do with young people to understand their sparks, strengths, struggles, and supports.
They Shape Who We Are This 5 minute videos shares the impact that focusing on developmental relationships had with youth participating in five different youth development programs.
Step Three – Read
Adolescent Thriving: The Role of Sparks, Relation-
ships, and Empowerment.
Peter Scales, Peter Benson, & Eugene Roehlkepartain (2011)
Search Institute
In this paper you will read about:
This is a foundational theoretical paper that illuminates the interconnection between sparks, youth empowerment, and developmental relationships and their effect on thriving and positive youth development outcomes.
We are having you read this paper because:
For a few reasons. First, this paper emphasizes the central role that youth sparks plays in positive youth development, which is why it is at the very center of the 4-H Thriving Model. It is equally important to understand that the elements of Developmental Context section of the model work together to create greater outcomes. Having a spark alone, does not promote PYD nearly as much as when that spark is surrounded by relationships and youth empowerment. The second reason we are having you read this paper is because it introduces the construct of youth empowerment and engagement – what we call “driving the thriving” in the model. The third reason for reading the paper is so you can begin to build a connection between what happens in a 4-H program when things are done well, and the resultant outcomes we hope for youth.
As you read don’t worry too much about:
There is a great deal of the paper related to measurement and survey construction, as well as detailed statistical analyses that may be difficult to understand if you do not have training in either of these areas. It is not necessary for you to spend time trying to figure out what all of this means.
Pay close attention to:
Take special note of the interconnection between the constructs presented in the paper – such as “thriving is then seen as a combination over time of sparks, and the actions that youth and others take to support, develop and nurture those sparks” (p. 264). Note in Table 2 (p. 270) the much significantly higher scores for youth who have all three elements (sparks, relationships (ROI) and empowerment (TVI). This lends scientific support to our understanding that the elements of the 4-H Thriving Model work together for a bigger impact on youth. Also note the persistent connection between thriving and prosociality, showing that when positive youth development happens, both youth and society benefit. Finally, Table 3 presents an analysis of whether the differences found in the study were a function of youth demographics alone. The results clearly show that the effect of youth demographics on outcomes were “explained” to a large degree by the presence of sparks, relationships and empowerment. This finding supports past research and shows youth thriving patterns hold “across gender, race/ethnicity and socioeconomic status” (p. 264).
Step Four – Reflect
Take a moment and think through what you have learned so far in this session, and write down how you will use what you have learned about Developmental Relationships in your 4-H program.
Step Five – Share
What are your ideas for fostering Developmental Relationships in your 4-H programs?
Where do you see evidence of “scaffolding” and “fading” in your 4-H programs? What can you do to increase this practice?
Step Six – Download and Print for Reference
Step Seven – Prepare for Live Webinar Session
Be sure to download and print the full packet and scenarios before the live session.
NOTE: Please complete Appendix A – “DR in Your Development Tool” in the handout packet you download BEFORE the webinar
Step Eight – Attend ONE of the Live Webinar Sessions
Tuesday, November 7th or Thursday, November 9th (2 hours, select one)
Session Three of the Academy wraps up with a two-hour live webinar session. In this session, trained 4-H Thriving Model Curriculum facilitators will engage you in activity-based learning to further your understanding of Developmental Relationships. Facilitators will use activities from the PYD Curriculum, a resource that you can use to train your staff and volunteers.
Step Nine – Do the Evaluation
After you have participated in the live webinar, be sure to come back here to complete the Session Three Evaluation. Your input on this pilot academy is critical to helping us shape the best possible academy going forward!
Step Ten- Go To Session Four