TY - JOUR
T1 - How to bargain successfully with adolescents
T2 - What can be learned from youth development professionals
AU - Perry, S. Cole
AU - Izenstark, Dina
AU - Larson, Reed
N1 - Publisher Copyright:
© 2021 Wiley Periodicals LLC
PY - 2021/9
Y1 - 2021/9
N2 - This study examines risks and potential benefits that youth professionals experience in bargaining with adolescents. We conducted semistructured qualitative interviews with 50 experienced adult leaders of 27 high-quality arts, technology, and leadership youth programs (serving ethnically-diverse teens). Half worked with younger teens (ages 11–14), half with older (ages 14–18). Leaders reported bargaining in ways responsive to youth's wants and needs, reaching win-win agreements. Leaders of younger youth experienced more risks in bargaining, so took greater control over what was bargained. They used bargains most often to motivate when youth's enthusiasm dropped, and these bargains sometimes helped youth develop self-motivation. Leaders of older youth reported fewer risks and more benefits. They bargained as equals, asking youth to share decision-making responsibility. They used bargaining as a pedagogical tool to model, support, and challenge youth, which helped build their capacities for deliberative decision-making. The findings illuminate strategies for practitioners to use bargaining effectively.
AB - This study examines risks and potential benefits that youth professionals experience in bargaining with adolescents. We conducted semistructured qualitative interviews with 50 experienced adult leaders of 27 high-quality arts, technology, and leadership youth programs (serving ethnically-diverse teens). Half worked with younger teens (ages 11–14), half with older (ages 14–18). Leaders reported bargaining in ways responsive to youth's wants and needs, reaching win-win agreements. Leaders of younger youth experienced more risks in bargaining, so took greater control over what was bargained. They used bargains most often to motivate when youth's enthusiasm dropped, and these bargains sometimes helped youth develop self-motivation. Leaders of older youth reported fewer risks and more benefits. They bargained as equals, asking youth to share decision-making responsibility. They used bargaining as a pedagogical tool to model, support, and challenge youth, which helped build their capacities for deliberative decision-making. The findings illuminate strategies for practitioners to use bargaining effectively.
KW - after-school programs
KW - empowerment
KW - positive youth development
KW - youth practice
KW - youth program leaders
KW - youth-adult partnerships
UR - http://www.scopus.com/inward/record.url?scp=85102056723&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102056723&partnerID=8YFLogxK
U2 - 10.1002/jcop.22547
DO - 10.1002/jcop.22547
M3 - Article
C2 - 33675670
AN - SCOPUS:85102056723
SN - 0090-4392
VL - 49
SP - 2472
EP - 2492
JO - Journal of Community Psychology
JF - Journal of Community Psychology
IS - 7
ER -