“Development is a process, not a goal” (Hamilton 5). I used this quote in my first blog post to describe youth development programs; however, now I understand the universality of this quote, especially when it comes to my own slow progression to understanding youth development programs. What I have found that there is so, so much literature in regards to positive youth development (sometimes a bit overwhelming). However, as time and readings go by, I feel like I have a better grasp on the subject, and more able to draft a paper.
I have read numerous articles, but found Jennifer Lindsey must helpful in regards to content and resources. First of all, I believe that we are missing some key elements in our paper that I found important in Lindsey's review, like Program Evaluation (how do we best evaluate such a program to measure its "success"?) as well as how should ALA use strategic planning to set goals for the program).
Also in writing up a program, it is important to remember flexibility, as Jean Rhodes describes in her article The critical ingredient: Caring youth-staff relationships in after-school settings Rhodes stresses that a too structured program may hamper the relationships between the youth and staff(154). The staff has to follow a curriculum, and the environment feels less free and open- less "informal conversations" and the youth themselves may feel bored and indifferent in following the set structure. I found this article very useful for the social capital discussion in our paper. I have been reading too much on the theory of social capital and not how it relates to social capital. Social capital is about network building and bridging. Some networks (among others) that will be formed with our program:
1. Youth and ALA staff
2. Youth and community
3. Youth and other youth
4. ALA staff and community
5. ALA staff and youth's family
6. Youth's family and community
7. Strengthening of youth and youth's family
8. Youth and family and ALA staff and community
We need to strengthen all these networks- increase social capital for all parties involved. This is super important especially as Rhodes's article among others such as Bodilly point to the growing number of after school programs. We need to engage all parties involved, especially the parents. It can not be that their lone contribution to this program is picking up their kids in the parking lot when the scheduled time is up. Somehow the parents need to have a role in the program to guarantee "success"- what that means, I need to research evaluation methods some more.
LR>>Good. However, what you may be referring as evaluation falls more into the category of an internal management function, "program implementation and ongoing quality assurance." While this is related to program evaluation in the conventional sense, it's not quite the same focus and emphasis. We can discuss distinction when we next meet.
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