TY - JOUR
T1 - Providing spark and stability
T2 - The role of intermediary organizations in establishing school-based youth-adult partnerships
AU - Mitra, Dana L.
AU - Sanders, Felicia C.
AU - Perkins, Daniel F.
N1 - Funding Information:
The authors would like to thank the Penn State’s College of Education and the Children Youth and Families Consortium for funding this research. We also would like to acknowledge the following people who assisted with data collection and were either graduate or undergraduate students at The Pennsylvania State University during the time of the study: Christian Anderson, John Collins, Jennifer Domagal-Goldman, Katherine Heeren, Elizabeth Manning, Marcela Movit, Jessica Riepnieks, Amy Rogers, Tenisha Tevis, and Melissa Tibbits.
PY - 2010/4
Y1 - 2010/4
N2 - The term "youth-adult partnership" increasingly is being used to define a relationship in which both youth and adults have the potential to contribute to decision making processes, to learn from one another, and to promote change. Establishing a relationship with an intermediary organization can provide much needed stability and sustainability to youth-adult partnerships-especially in school settings. Rather than creating generalizable findings, this article focuses on hypothesis generation regarding the ways in which an intermediary organization can provide the needed training and support to school-based youth-adult partnerships. Using a combination of case-study and survey data, the study finds that youth-adult partnerships need help with: youth leadership skill development, team building, project development, and targeted training for adults. Technical assistance needs vary depending on whether groups need to create a spark that will build the idea of a youth-adult partnership or to create stability for a youthadult partnership that has already been developed.
AB - The term "youth-adult partnership" increasingly is being used to define a relationship in which both youth and adults have the potential to contribute to decision making processes, to learn from one another, and to promote change. Establishing a relationship with an intermediary organization can provide much needed stability and sustainability to youth-adult partnerships-especially in school settings. Rather than creating generalizable findings, this article focuses on hypothesis generation regarding the ways in which an intermediary organization can provide the needed training and support to school-based youth-adult partnerships. Using a combination of case-study and survey data, the study finds that youth-adult partnerships need help with: youth leadership skill development, team building, project development, and targeted training for adults. Technical assistance needs vary depending on whether groups need to create a spark that will build the idea of a youth-adult partnership or to create stability for a youthadult partnership that has already been developed.
UR - http://www.scopus.com/inward/record.url?scp=77951899263&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77951899263&partnerID=8YFLogxK
U2 - 10.1080/10888691003738285
DO - 10.1080/10888691003738285
M3 - Article
AN - SCOPUS:77951899263
SN - 1088-8691
VL - 14
SP - 106
EP - 123
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 2
ER -