Katie M. Shaw Youth Development Leadership Graduate Program

1. Positive Youth Development and High-Yield, Nature-Based, Outdoor Experiences: Family Perceptions and Family Inclusive Opportunities Katie M. Shaw Youth Development Leadership Graduate Program College of Health, Education, and Human Development Clemson University

2. Introduction • High-Yield, Nature-Based, Outdoor Experiences • Sense of place • Basic Needs and Self Determination Theory • Resiliency Training • Families are essential component to youth development

3. Problem • Youth partaking in fewer HYNBOE and efforts to promote participation lack family inclusiveness • Programs remove youth from proximal environment to promote PYD • Deter: • Optimal development • Internal motivation

4. Purpose • Resulting data will help ascertain • Thematic overlap in parental perceptions • Potential programming needs and transferable efforts within the field that address parental perceptions

5. Guiding Questions 1) What are parents' perceived benefits of participation in high-yield, nature-based, outdoor experiences? 2) What are parents' perceived barriers or constraints to participation in high-yield, nature-based, outdoor experiences? 3) Do barriers or constraints to partaking in high-yield, nature-based, outdoor experiences preclude the benefits gained from participation? 4) Do outdoor organizations aim to make the benefits of participation as identified by parents attainable through family inclusive, high-yield, nature-based, outdoor programming? 5) Do outdoor organizations aim to overcome barriers or constraints as identified by parents to make participation in family inclusive, high-yield, nature-based, outdoor experiences possible?

6. Literature Review • High-Yield Activities (Sibthorp & Morgan, 2011)

7. Literature Review • National Kids Survey (Cordell, Green, Larson, Stephens, Fly, & Schexnayder, 2011) • 63%, >80%, 50% • Types of outdoor activities cause concern • Louv's (2008) Nature Deficit Disorder • Engineered entertainment outdoors • Constraints Theory (Crawford, Jackson, & Godbey, 1991)

8. Literature Review • Needs Attention: • Integration of families and communities in outdoor program design and implementation • Constraints: Safety and Feasibility • Benefits: Gap in Literature

9. Methodology • Qualitative Investigation: • Grounded Theory • Population & Sample: • Parents • Outdoor Organizations

10. Methodology • Data Collection: • Parent • Semi Structured Interview • Organization • Document Review • Instrumentation: • Researcher • Script • Audio-Recorder • Form

11. Methodology • Parent Data Analysis: Inductive Process • Open Coding (Bogdan & Biklen, 1992, as cited in Creswell, 2009) • Axial Coding of Constraints Constraint Theory Model • Selective Coding of Benefits Broader Themes • Member Checking • Tabulation

12. Methodology • Outdoor Organization Data Analysis: Inductive Process • Member Checking • Tabulation • Coding and Thematic Identification • Compare & Contrast • Current Efforts with Identified Needs

13. Limitations & Delimitations • Thematic Saturation • Language and Scheduling • Census • One School • One Parent

14. Implications • Promote PYD • Better Descriptors: • Perceived benefits and constraints to participation in HYNBOE • Family-inclusive needs, opportunities, and transferable practices in the regional community

15. References Beightol, J., Jevertson, J., Gray, S., Carter, S., & Gass, M. (2009). The Effect of an Experiential, Adventure-Based "Anti-Bullying Initiative" on Levels of Resilience: A Mixed Methods Study. Journal Of Experiential Education, 31(3), 420-424. Brennan, M. A. (2008). Conceptualizing resiliency: an interactional perspective for community and youth development. Child Care in Practice, 14(1), 55-64.Brown, J. (2008). We don't need your help, but will you please fix our children. Australian & New Zealand Journal of Family Therapy, 29(2), 61-69. Cheng-Sian Chang, Tzung-Shi Chen, & Wei-Hsiang Hsu. (2010). The study on integrating WebQuest with mobil learning for environmental education. Computers & Education, 57(1), 1228-1239. Collins, K., Onwuegbuzie, A., & Jiao, Q. (2007). A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research 1(3), 267-294. Cordell, K., Green, G., Larson, L., Stephens, R., Fly, M., & Schexnayder, S. (2011). Kids are Going Outdoors?. Parks & Recreation, 46(10), 40-41. Crawford, D.W., Jackson, E.L., Godbey, G.C. (1991). A hierarchical model of leisure constraints. Leisure Sciences, 13, 309-320. Creswell, J.W. (2009). Research design: Quantitative, qualitative, and mixed methods approach, 3rd edition. Thousand Oaks, CA: Sage Publications. Doug, E. & Chick, G. (2005). Culture constraints on leisure through cross-cultural research. Canadian Association for Leisure Studies. Retrieved from http://lin.ca/Uploads/cclr11/CCLR11-30.pdf Evenson, K. R., Murray, D. M., Birnbaum, A. S., & Cohen, D. A. (2010). Examination of perceived neighborhood characteristics and transportation on changes in physical activity and sedentary behavior: The Trial of Activity in Adolescent Girls. Health & Place, 16(5), 977-985. doi:10.1016/j.healthplace.2010.06.002 Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine DeGruyter. Glasser, W. ( 2001). Choice theory in the classroom. New York, New York: HarperCollins Inc. Godbey, G., Crawford, D. W., & Xiangyou Sharon, S. (2010). Assessing Hierarchical Leisure Constraints Theory after Two Decades. Journal Of Leisure Research,42(1), 111-134. Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15, 169-182.

16. References Kimbro, R., & Schachter, A. (2011). Neighborhood poverty and maternal fears of children's outdoor play. Family Relations, 60(4), 461-475. doi:10.1111/j.1741-3729.2011.00660.x Kimbrough, S. (2007). Research Update: Promoting Self-Efficacy Through Play. Parks & Recreation, 42(10), 24-29. Kriesberg, D. (2003). The Gift of the OUTDOORS. New York State Conservationist, 58(1), 22. Louv, R. (2008). Last Child in the Wood: Saving our children form nature-deficit disorder. New York, Ney York: Algonquin. Mainella, F. P., Agate, J. R., & Clark, B. S. (2011). Outdoor-based play and reconnection to nature: A neglected pathway to positive youth development. New Directions For Youth Development, 2011(130), 89-104. 10.1002/yd.399 Nyaupane, G. P., Morais, D. B., & Graefe A. (2002). A comparison of leisure constraints among three outdoor recreation activities: whitewater rafting, canoeing, and overnight horseback riding. Proceedings of the 2002 Northeastern Recreation Research Symposium. 152-157. Retrieved from http://nrs.fs.fed.us/pubs/gtr/gtr_ne302/gtr_ne302_152.pdf. Oliver, M., Witten, K., Kearns, R. A., Mavoa, S., Badland, H. M., Carroll, P., & ... Ergler, C. (2011). Kids in the city study: research design and methodology. BMC Public Health, 11(1), 587-598. doi:10.1186/1471-2458-11-587 Padilla-Walker, L. M., Hardy, S. A., & Christensen, K. J. (2011). Adolescent Hope as a Mediator Between Parent-Child Connectedness and Adolescent Outcomes. Journal Of Early Adolescence, 31(6), 853-879. 10.1177/0272431610376249 Place, G. (2004). Youth Recreation Leads to Adult Conversation. Parks & Recreation, 39(2), 29-38. Quality Time. (2011). Working Mother, 34(4), 76-78. Shellman, A., & Ewert, A. (2010). A multi-method approach to understanding empowerment processes and outcomes of adventure education program experiences. Journal Of Experiential Education, 32(3), 275-279. Sibthorp, J. (2010). A Letter From the Editor: Positioning Outdoor and Adventure Programs Within Positive Youth Development. Journal Of Experiential Education, 33(2), 106. 853-879. 10.1177/0272431610376249 Sibthorp, J., & Morgan, C. (2011). Adventure-based programming: Exemplary youth development practice. New Directions For Youth Development,2011(130), 105-119. 10.1002/yd.400 State of Connecticut. (2012). No Child Left Inside. Retrieved March 25, 2012 from http://www.ct.gov/ncli/cwp/view.asp?a=4005&q=471158&ncliNav_GID=2004 Success Oriented Achievement Realized. (2012). Retrieved March 26, 2012 from http://www.soarnc.org/about.html Taylor, A., Wiley, A., Kuo, F. E., & Sullivan, W. C. (1998). Growing up in the inner city: Green spaces as places to grow. Environment & Behavior, 30(1), 3.

17. References Taylor, A., Kuo, F. E., & Sullivan, W. C. (2001). COPING WITH ADD. Environment & Behavior, 33(1), 54. Texas Parks and Wildlife. (2012). Texas Outdoor Family. Retrieved March 25, 2011 from http://www.tpwd.state.tx.us/outdoor-learning/texas-outdoor-family/ Weir, L. A., Etelson, D., & Brand, D. A. (2006). Parents' perceptions of neighborhood safety and children's physical activity. Preventive Medicine, 43(3), 212-217. doi:10.1016/j.ypmed.2006.03.024 Wendy, K. (n.d). Groups aim to 'plant seeds' with kids. USA Today. Wittkowski, A. A., Zumla, A. A., Glendenning, S. S., & Fox, J. E. (2011). The experience of postnatal depression in South Asian mothers living in Great Britain: a qualitative study. Journal Of Reproductive & Infant Psychology, 29(5) 480-492. doi:10.1080/02646838.2011.639014 You, S., & Nguyen, J. T. (2011). Parents' involvement in adolescents' schooling: a multidimensional conceptualisation and mediational model. Educational Psychology, 31(5), 547-558. 10.1080/01443410.2011.577734