Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming
This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the Un...
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| Format: | Article |
| Language: | English |
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Clemson University Press
2022-12-01
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| Series: | Journal of Youth Development |
| Subjects: | |
| Online Access: | https://jyd.pitt.edu/ojs/jyd/article/view/1285 |
| _version_ | 1797329729737457664 |
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| author | Anne Marie Iaccopucci |
| author_facet | Anne Marie Iaccopucci |
| author_sort | Anne Marie Iaccopucci |
| collection | DOAJ |
| description | This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teachers’ personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform the delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming. |
| first_indexed | 2024-03-08T07:09:42Z |
| format | Article |
| id | doaj.art-71c9bfa8a4424f2f9696bc9a5ccf7dc5 |
| institution | Directory Open Access Journal |
| issn | 2325-4017 |
| language | English |
| last_indexed | 2024-03-08T07:09:42Z |
| publishDate | 2022-12-01 |
| publisher | Clemson University Press |
| record_format | Article |
| series | Journal of Youth Development |
| spelling | doaj.art-71c9bfa8a4424f2f9696bc9a5ccf7dc52024-02-03T03:17:14ZengClemson University PressJournal of Youth Development2325-40172022-12-0117414515910.5195/jyd.2022.1285783Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers ProgrammingAnne Marie Iaccopucci0University of California, Agriculture and Natural ResourcesThis study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teachers’ personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform the delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming.https://jyd.pitt.edu/ojs/jyd/article/view/1285mindfulnessteen teachersprofessional identitypositive youth developmentsocial-emotional health |
| spellingShingle | Anne Marie Iaccopucci Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming Journal of Youth Development mindfulness teen teachers professional identity positive youth development social-emotional health |
| title | Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming |
| title_full | Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming |
| title_fullStr | Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming |
| title_full_unstemmed | Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming |
| title_short | Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming |
| title_sort | supporting teens professional identities and engagement in mindfulness practices through teens as teachers programming |
| topic | mindfulness teen teachers professional identity positive youth development social-emotional health |
| url | https://jyd.pitt.edu/ojs/jyd/article/view/1285 |
| work_keys_str_mv | AT annemarieiaccopucci supportingteensprofessionalidentitiesandengagementinmindfulnesspracticesthroughteensasteachersprogramming |