Adolescent Experiences from Participating in Extracurricular and Community-Based Activities (continued)

What Adolescents Had to Say about Growth Experiences in Activities

In nearly all their personal accounts, the adolescents described processes in which growth evolved from their own thoughts and actions as well as from making choices based on what adults tried to teach them. As the processes of growth were clearly described, they emerged in the self-portrayal as agents of their own development.

1. Identity work

Youth reported the following processes in activities:

• trying new things,

   

• gaining self-knowledge, and

   

• learning limits.

   

These responses suggest that activities can provide them with material and experiences that allow them to reflect on who they are.

2. Initiative development

Adolescents provided four themes that suggest different types of learning processes in this domain:

• learning to set realistic goals,

   

• learning effort and perseverance,

   

• learning to manage time, and

   

• taking responsibility for oneself.

   

3. Emotional competency

Adolescents, particularly girls, reported learning experiences in this domain. These included:

• learning to control anger and anxiety,

   

• preventing emotions from interfering with attention and performance,

   

• acquiring strategies for managing stress, and

   

• learning to use positive emotions constructively.

   

4. Forming new connections and learning about peers

Adolescents reported three themes related to new peer relationships and developing a deeper understanding of peers:

• interacting with peers who would normally be outside their existing network,

   

• experiencing increased empathy and understanding, and

   

• coming to experience loyalty to and intimacy with peers.

   

5. Development of social skills

Adolescents described four themes of developing the processes of social skills:

• learning to work together as a group or team,

   

• learning about leadership and responsibility,

   

• learning to take and give feedback, and

   

• learning communication skills.

   

6. Acquiring social capital

These experiences were described in personal accounts and included:

• learning about the community and how it operates, and

   

• experiencing support from leaders and community members.

   

Implications for Youth Activity Leaders

• Help youth teach themselves by providing youth-centered programs in which adolescents can take responsibility. This will empower the youth to take full advantage of the six developmental processes that may occur in youth activities.

   

• Be responsive and provide activities with appropriate structure, challenge, and support. This will allow the youth to enhance certain developmental processes, such as initiative development, social skills, and identity work. And will culminate in enhanced identity development and the acquisition of social capital.

   

• Design programs to help youth grow from their experiences in these activities. All of the developmental processes may be tapped if youth programs are designed to encourage youth to become actively involved in constructing their own personal growth.

   

By finding out from adolescents what they have gained from youth activities, youth development professionals, extension agents, parents, and program developers can truly tap the six developmental processes and expand the opportunities made available for youth to experience personal growth in all these areas.