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• W2777289362 abstract "Engaging in meaningful community service has been recognized as a way to inspire a new generation of youth to identify as powerful social actors and leaders (Ginwright, Noguera, & Cammarota, 2006). Opportunities for service are expanding as schools integrate academic service learning into their curricula and afterschool programs organize youth to make a in their communities (Einfeld & Collins, 2008; Simons & Cleary, 2006). Service provides not only a context but also a stage for acting out every day meaning. Youth can demonstrate what they value and also model who they hope to become through working in the community (Eccles & Barber, 1999). Indeed, researchers of youth development in schools and in after school programs are increasingly interested in the interaction of context and participation, and in how organizational setting, personnel, and practices can support developmental needs in order to have a positive influence on youth experience.The study reported here details the development of a sense of purpose and meaning for high school-aged youth who were involved in PeaceJam, a service, leadership, and social action program. This research is intended to increase understanding of important motivational factors that influence youth experience. Further, it may expand the capacity of practitioners in schools and other settings that serve youth to adopt intentional practices that support youth development and purposeful action.Review of LiteraturePurpose has been defined as the intention to engage in activities that are meaningful to the individual while also having positive impacts on the larger community (Damon, Menon, & Bronk, 2003). This definition includes both an intrapersonal component, and an orientation to external objectives. Even though purpose may be a primary developmental task of adolescence and fundamental to prosocial maturation, it has been not adequately explored (Fry, 1998). Because purpose develops at the confluence of multiple psychological and social forces, the boundaries between purpose, meaning, self-valuation, goal orientation, and engagement may be blurred in the experience of youth (Sommer & Baumeister, 1998).Purpose may originate from meeting identified objectives, resulting in a subjective state of fulfillment; a sense that I can make a difference (Sommer & Baumeister, 1998). Those perceptions are also affected by the socio-political context, which influences both the framing of social causes and community responses (Ginwright & James, 2002; Watts, Williams, & Jagers, 2003).Purpose is also related to moral character and identity, which have been linked with increased engagement (Rest, Narvaez, Bebeau, & Thoma, 1999). In prioritizing actions, people consider both the direction and the intensity of their efforts in relation to others. A social action curriculum and experience may facilitate or accelerate this process (Fry, 1998). Such experiences may encourage youth to appraise their own life goals and form new goals, encouraging the reconstruction of the moral self and sense of purpose.Service learning activities have been found to promote increased participation (Einfeld & Collins, 2008), as well as personal and social development (Simons & Cleary, 2006). Social action programs often have a broader scope than traditional service projects. In both these youth-led collective activities, important developmental outcomes and individual transformations (e.g., empowerment, engagement, character, and purpose) can result from experiences youth have in systemic community and social change (Ginwright & James, 2002). Seeing successful civic victories may inspire a kind of character; a sense that individual contributions can make a significant through collective actions (Lewis-Charp, Yu, & Soukamneuth, 2006).The development of youth purpose and academic and community engagement are nested within larger contexts. …" @default.
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• W2777289362 date "2017-07-01" @default.
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• W2777289362 title "The Development of Youth Purpose through Community Service and Social Action" @default.
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