Problem Statement:
Inner city youths causing havoc, unwanted behaviors, and criminal activities in neighborhoods.
Problem Statement Question:
What kind of programs should (City & State), have to help the youths, 12-16, to be more engaged, control their behaviors, and avoid criminal activities in the neighborhoods? What is the current offering in the community?
Delegate your assignment to our experts and they will do the rest.
Literature Review
The lack of youth programs is a serious problem which has made it difficult for youths to abandon their bad habits such as causing havoc in society, having unwanted behaviors, and engaging in criminal activities in their neighborhoods. It is a matter of serious concern in society. The lack of these programs makes them idle and prone to engage in criminal activities whenever they feel like. They do so because they feel left out by society. The increasing level of crimes and drug and substance abuse stem from idleness and lack of anything to engage the minds of many youths. According to the United Way of Central West Virginia (2017), there is needed to establish different programs that engage youths and activate their minds. Zeldin (2007) agrees with this position by maintaining that the most effective strategy to curb these challenges is engaging youths in their communities to prevent any form of aggressive behavior and ensure they acquire skills that will make them engaged and busy. Furthermore, the provision of specialized youth programs in churches and summer programs would also help in reducing crime rates and the prevalence of aggressive behavior among youths (United Way of Central West Virginia, 2017).
Youth engagement in different programs is beneficial in many ways. For instance, Pancer et al (2002) argues that civil engagement boosts self-esteem, self-confidence, and awareness, interpersonal skills, social skills, academic achievement, and reduced problematic behavior. According to Flanagan et al. (2002), “communities are critical arenas for developing a transcendent self-a valuing of the community collective and civic life.” Civic engagement in the activities of the civic government enhanced the level of civic competence of an individual since the individual will have a better understanding of the functioning of government and behavior acquisition that enables the participation of citizens in government.
Youths can get involved in their communities in three different ways. They can actively engage through the schools they attend, activities spearheaded by religious organizations like churches, and other community-based opportunities which may outside entities may provide, such as non-profit organizations (Torney-Purta, 2000; Grossman et al., 2001; Jeavons 1997; Eccles et al., 2002). Such opportunities are readily available to youths owing to their ease of accessibility but also they are offered in through their institutions of learning (Toney-Purta, 2002). Additionally, depending on youth’s participation in religious activities, religious organizations can adopt these youths into their programs in their communities (Unruh & Sider, 2004). For instance, Logan, WV has funding to provide services through United Way’s Youth Allocations program which provides a few youth programs through churches and summer youth programs (United Way of Central West Virginia, 2017). According to the United Way of Central WV Information & Referral, Kanawha, WV offers several youth programs: Big Brothers/Big Sisters, Boys & Girls Club, YWCA, and YMCA (Kanawha County Quick Guide Of Teen Resources, 2017). Furthermore, community based organizations provide many opportunities to engage youths owing to the fact that many youth are not only comfortable but also conversant with these organizations because they mainly provide community-based programs, school programs and are involved in clubs in which youths are members (Eccles et al., 2002).
In conclusion, youth programs are necessary for the reduction of problems associated with youth idleness. With the reality of these problems, it is important to involve all stakeholders from schools, religious groups and nongovernmental organizations in ensuring that they come up with programs that keep youths busy.
Reference
Eccles, J. S., & Gootman, J. A. (2002). Features of positive developmental settings. Community programs to promote youth development , 86-118.
Grossman, J. B., Walker, K., & Raley, R. (2001). Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.
Jeavons, T. H. (1994). When the bottom line is faithfulness: Management of Christian service organizations . Indiana University Press.
Kanawha County Quick Guide Of Teen Resources . (2017). Retrieved from United Way of Central West Virginia: http://unitedwaycwv.org/documents/quick_guides/kanawhaquickguideTEEN.pdf
Pancer, S. M., Rose‐Krasnor, L., & Loiselle, L. D. (2002). Youth conferences as a context for engagement. New Directions for Youth Development , 2002 (96), 47-64.
Perkins, D. F., Borden, L. M., Villarruel, F. A., Carlton-Hug, A., Stone, M. R., & Keith, J. G. (2007). Participation in structured youth programs: Why ethnic minority urban youth choose to participate—or not to participate. Youth & Society , 38 (4), 420-442.
Sherrod, L. R., Flanagan, C., & Youniss, J. (2002). Dimensions of citizenship and opportunities for youth development: The what, why, when, where, and who of citizenship development. Applied Developmental Science , 6 (4), 264-272.
Sider, R. J., & Unruh, H. R. (2004). Typology of religious characteristics of social service and educational organizations and programs. Nonprofit and Voluntary Sector Quarterly , 33 (1), 109-134.
Torney-Purta, J. (2002). The school's role in developing civic engagement: A study of adolescents in twenty-eight countries. Applied developmental science , 6 (4), 203-212.
Torney-Purta, J. (2000). Comparative perspectives on political socialization and civic education.
United Way of Central West Virginia . (2017). Retrieved from http://unitedwaycwv.org /fundedagencies.html
Zeldin, S., Camino, L., & Calvert, M. (2007). Toward an understanding of youth in community governance: Policy priorities and research directions. Análise Psicológica , 25 (1), 77-95.
