Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming

Authors

DOI:

https://doi.org/10.5195/jyd.2022.1285

Keywords:

mindfulness, teen teachers, professional identity, positive youth development, social-emotional health

Abstract

This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N = 11) represents variation in age (11–17), gender, ethnicity, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H Program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teachers’ personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform the delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming.

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Published

2022-12-15

Issue

Vol. 17 No. 4 (2022)

Section

Program & Practice Articles

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