Recreation, leisure, and personal enrichment education and training programs play an important role in the total education and training undertaken in Australia. Depending on the State or Territory, personal enrichment programs are delivered by registered and unregistered community providers; technical and further education (TAFE) and other…

This annual report details the activities and accomplishments of the Polish Children and Youth Foundation (PCYF), established in 1992 to foster the development of Polish children and youth from age 5 to 20 through financial support to organizations serving children and youth, through training programs for local government officials and others, and…

Examines the impact of sport on character development, noting that historically British and American schools have valued sports for helping develop social character and citizenship. The paper discusses research on sport as a character builder, suggesting that the effect of sport on character depends on the positive or negative social contextual…

Notes that youth agencies and their administrators and practitioners face obstacles in addressing needs of gay and lesbian youths. Explores the experiences of two youth-serving agencies to offer recommendations on agency philosophies concerning the social realities of sexual minority youths and on several ways of creating a safe, welcoming, and…

Reviews research in the area of worries and concerns of young people and the relevance to programs of personal development and social education. Identifies and prioritizes general areas of adolescent concern and discusses the possible influence of culture, gender, age, and type of school. (MJP)

Urban American Indians lack access to tribal services and traditional cultures. Youth programs for urban American Indians in Rapid City, South Dakota; Phoenix, Arizona; Minneapolis, Minnesota; and Lincoln, Nebraska are described. Substance abuse, dropping out, physical fitness, health, and self-esteem issues are addressed through Native language,…

Concept mapping is a structured conceptualization that can be used by groups to develop a conceptual framework that guides evaluation or planning. Twelve papers discuss concept mapping in evaluation/planning in terms of theory development; measurement, construct validity, and pattern matching; outcome assessment and internal validity;…

Describes survey made as part of Youth Conservation Corps evaluation. Compares personal benefits of residential camping with benefits of nonresidential camps. Concludes residential participants benefited in different ways and to greater extent than nonresidential campers. Residential camping benefits measurable at least nine months after…

Includes "Young Men Learning: Informal Education and Drug Abuse" (Ellis); "Young Women Learning: Participative Women-Only Group Work" (Gregory); "City Challenge and Capacity Building: Developing Communication Skills" (Smith); and "Social Education with Disaffected Young People: The Padstow Challenge and…

Peer counselors and staff members describe the "I Have a Future" Program at Meharry Medical College in Nashville (Tennessee). This program focuses on pregnancy prevention by providing education, health care, and increased life options; social skills training; an entrepreneurial program; and separate classes for African-American youth.…

Challenges identified by T. Bailey (1993) as obstacles to youth apprenticeship programs are accurate but do not justify the turn to alternative approaches he recommends. U.S.-style program can be built to overcome these difficulties if employer-worker collaboration can be fostered and institutional bases can be constructed. (SLD)

S. F. Hamilton and the author agree on the potential of youth apprenticeship programs for education but disagree on the strength of the problems facing implementation of apprenticeship models. A two-level reform strategy is recommended to develop an institutional and legal structure and to encourage employer participation. (SLD)

Five articles review drawbacks of traditional programs for at-risk youth, discuss alternatives based on a new definition of risk, and cite examples of helpful programs. They focus on identifying at-risk youth, providing caring and services, measuring service demand, removing obstacles to learning, and special needs of migrant youth. (SLD)

Explores mentoring, and examines the gap between claims advanced for mentoring and actual experience. Mentoring at the present often suffers from fervor without infrastructure. Principles are given for building supportive infrastructure and creating environments rich in mentors that relieve a single person from the weight of super-mentoring. (SLD)

Uses data from three Dutch research projects to elucidate the difficulty of motivating unemployed young people to participate in training programs. Claims participants do not perceive these programs as normal work. Suggests offering participants training for a real profession and upon completion, guaranteeing employment in that profession. (NL)