Epilogue
Final Reflection on My Time in the Masters in Youth Development Leadership Program
My time in the MS in Youth Development Leadership program has been transformative, both personally and professionally. When I first entered the program, my understanding of youth development was primarily focused on practical, hands-on experiences working with young people. However, throughout the coursework and various learning opportunities, my perspective has grown to encompass a broader, more comprehensive view of the field. I have come to appreciate the theoretical foundations and evidence-based practices that underpin effective youth development. Additionally, I have learned to consider the systemic factors that impact youth development, including policy, community resources, and cultural influences.
One of the most significant shifts in my perspective has been recognizing the importance of intentionality in youth programming. It is not enough to provide activities and support; these efforts must be grounded in a framework that prioritizes youth voice, choice, and agency. Understanding and applying Lerner's 5 C's—Competence, Confidence, Connection, Character, and Caring—has become central to my approach, ensuring that I support the holistic development of young people.
The principles outlined by Hamilton, Hamilton, and Pittman (2004) have profoundly influenced my approach to youth development. They emphasize the necessity of supportive relationships, opportunities to belong, positive social norms, and the integration of family, school, and community efforts. These principles have underscored the importance of creating environments where young people feel valued and respected, which in turn fosters their growth and development.
(Brodrick Clarke pictured with Karen Pittman at NSLA Summer Learning Summit in 2023.)
Furthermore, the features of positive developmental settings discussed by Eccles and Gootman (2002) have provided a framework for evaluating and enhancing the programs I work with. These features guide me and I remain committed to the following "I will" statements:
1. I will consistently promote physical and psychological safety. I will ensure that all young people are in environments where they feel safe and secure.
2. I will provide appropriate structure in programming. Providing clear rules and expectations while allowing flexibility and opportunities to co-create a disciplined program environment with youth.
3. I will place a premium on supportive relationships. I will hire staff who are skilled at building strong, trusting relationships between youth and adults.
4. I will intentionally create opportunities to belong. I will co-create with youth inclusive settings where all youth feel they are an integral part of the group.
5. I will develop and contribute to positive social norms over non-negotiable adult created and imposed rules. Instead, I will promote behaviors and attitudes that are respectful and supportive of all individuals.
6. I will provide unconditional support for efficacy and mattering. I will empower youth to make decisions and know that their contributions matter.
7. In my program design I will engineer opportunities for skill-building. Providing activities that help youth develop new skills and competencies. Participants will leave the programs that I co-design with them, knowing a newfound competency and/or skill they did not have when they joined the program.
8. I will integrate family, school, and community in my efforts to serve youth and families. I am committed to coordinating efforts across different areas of a young person's life to provide more comprehensive support.
By incorporating these features into my practice, I strive to co-create environments that support and promote positive youth development comprehensively and holistically.
Looking ahead, I am excited about the future and the possibilities it holds. Aside from retiring from the field of youth development at age 65 and opening a food truck that honors my Cuban and Jamaican cultural heritage, I will leverage the next 12 years finishing my career by coaching and mentoring young practitioners in positive youth development pedagogy and practice. Before the inevitable day of my retirement I am committed to continuing my work in youth development, with a particular focus on creating inclusive environments that empower young people to reach their full potential. I aim to leverage the knowledge and skills I have gained in the YDL experience to advocate for policies and programs that prioritize youth agency and foster positive youth development.
My continued goals for professional development include teaching positive youth development and staying abreast of current research and emerging trends in the field. I plan to engage in ongoing education through workshops, conferences, and participating in professional learning communities and communities of practice. Additionally, I am dedicated to developing my leadership skills further, with the goal of taking on more significant roles in executive leaderdership, program development and policy advocacy. Ultimately, I aspire to contribute to a future where all young people have equitable access to high-quality opportunities that support their growth, development, and success.
-Brodrick
Works Cited
Hamilton, S.F., Hamilton, M.A., & Pittman, K. (2004). Principles for youth development.
Eccles, J., & Gootman, J.A. (2002). Chapter 4: Features of positive developmental settings. In J. Eccles & J.A. Gootman (Eds.), Community Programs to Promote Youth Development (pp. 89, 94, 110). Washington, DC: National Academy Press.
Bowers, E. P., Geldhof, G. John., Johnson, S. K., Hilliard, L. J., Hershberg, R. M., Lerner, J. V., & Lerner, R. M. (Eds.). (2015). Promoting Positive Youth Development Lessons from the 4-H Study (1st ed. 2015.). Springer International Publishing. https://doi.org/10.1007/978-3-319-17166-1
R.M. Lerner, & L. Steinberg (Eds.), Handbook of Adolescent Psychology: Vol. 1. Individual bases of adolescent development (3rd ed., pp. 524-558). Hoboken, NJ: Wiley.