Youth development

The BKPI D Child and Adolescent Guidance and Counseling Seminar E-Book discusses various issues experienced by children and adolescents, such as academic stress, interpersonal skills, gadget addiction, mental health, and the role of Guidance and Counseling services in supporting students' development. This book is compiled as a source of information and reference for students, educators, counselors, and the general public who wish to understand child and adolescent development as well as strategies for addressing related issues through Guidance and Counseling services.

This research explores youth enterprise development opportunities, challenges, and prospects in urban Ethiopia, focusing on Hawassa City. As indicated in this study, enterprise development program is considered as a key policy choice for the Ethiopian government to address the unprecedentedly growing concern of urban youth unemployment.

The study was conducted in Hawassa City, a rapidly growing urban centre in Sidama State located in Southern Ethiopia. It examined the socioeconomic characteristics of youth-owned enterprises, strength and limitations of enterprise development program and factors enabling and constraining enterprise growth. By doing so, the study aims to contribute to youth enterprise development policy and practice discourse.

This research employed qualitative research methodology, utilising in-depth structured interviews, focus group discussions and key informant interviews as primary data collection tools. Youth enterprise operators, government officials, community representatives and youth leaders participated in the research to share their insights and experiences on youth enterprise activities.

Positive youth development and developmental systems theoretical perspectives were used to explain how the interplay between youth as individuals and their social environment affects the performance of youth enterprises.

The study indicated the importance of policy coordination, institutional capacity, social workforce competence and support services as key external factors affecting the performance of youth enterprises. Furthermore, the study identified education, social support and psychosocial skills as key internal enabling factors for youth enterprise long term survival and growth. 

In conclusion, the research specifically calls for an urgent action by government to strengthen the technical competence of government social workforce supporting youth enterprise programs and advancing psychosocial skills among youth to enhance the growth prospects of youth enterprises as outlined in policies supporting enterprise development.

This concept note introduces Instinctive Safety Literacy (ISL), a framework for exclusively preventative safety education originated by WhistleWise, an initiative operating in Kasoa, Ghana. ISL is defined as the systematic, annually reinforced delivery of safety behaviours until those behaviours become involuntary, culturally embedded responses. The framework is grounded in a foundational observation derived from the study of crime cases: that in the overwhelming majority of incidents of harm against young girls and women, the victim was overpowered after the situation had already been entered-through physical force, the use of weapons, the administration of substances, or numerical disadvantage. This pattern points to a consistent and critical conclusion: that the realistic intervention window is not during the incident, but before it. ISL therefore operates exclusively at the point of prevention, targeting the moment of environmental assessment and decision-making that precedes entry into a dangerous situation. The framework addresses a documented gap in safety education provision for adolescent girls in periurban Ghana: the absence of structured, repeated, culturally adapted preventative instruction within school settings. ISL proposes an annual return model in which facilitators revisit the same schools each year, delivering a locally adapted curriculum structured around the SCAN • SPACE • SPEAK • SPLIT behavioural framework. This document articulates the theoretical rationale, methodological components, and institutional vision of ISL as developed and pioneered by WhistleWise, and presents it as a contribution to the fields of safety education, gender-responsive programming, and behavioural science applied to child protection.

The field of positive youth development (PYD) is at an important crossroads in terms of defining its scope and directions for future research. This paper describes an effective consensus-building process that representatives from 16 federal agencies engaged in to develop a research agenda focused on PYD and the product that resulted from using this approach. During this process, the representatives identified and refined three research domains (conceptual issues related to PYD, data sources and indicators, and program implementation and effectiveness) and key research questions that could benefit from future research. We share lessons learned from our experience to emphasize the importance of organizational systems change efforts and interagency collaborations. A major contribution of this paper is to provide specific areas for future research in PYD from the federal perspective and to describe future implications for PYD policy and interagency collaborations.

Saat ini, teknologi Artificial Intelligence (AI) atau Kecerdasan Buatan berkembang dengan sangat pesat dan semakin dekat dengan kehidupan sehari-hari. Tanpa disadari, banyak siswa telah memanfaatkan teknologi AI dalam berbagai aktivitas digital, salah satunya melalui penggunaan filter kamera pada aplikasi foto dan video. Teknologi tersebut mampu mengenali wajah, mengikuti gerakan pengguna, serta melakukan berbagai perubahan visual secara otomatis dan real-time.

Buku “Dinamika Kontemporer Problematika Anak dan Remaja: Kompilasi Makalah Seminar BK Anak dan Remaja” merupakan kumpulan karya ilmiah mahasiswa Program Studi Bimbingan dan Konseling Pendidikan Islam Universitas Islam Negeri Raden Intan Lampung. Buku ini membahas berbagai problematika anak dan remaja di era kontemporer, seperti stres, keterampilan interpersonal, kecanduan gadget, bullying, kesehatan mental, kecemasan, konsep diri negatif, serta penyalahgunaan obat-obatan terlarang dan pendidikan seks.

Setiap pembahasan disusun berdasarkan kajian teoritis, hasil penelitian, dan perspektif layanan Bimbingan dan Konseling guna memberikan pemahaman yang komprehensif mengenai perkembangan psikologis, sosial, emosional, dan perilaku anak serta remaja. Buku ini diharapkan dapat menjadi sumber referensi akademik bagi mahasiswa, guru BK, pendidik, peneliti, maupun masyarakat umum dalam memahami serta menangani berbagai tantangan perkembangan anak dan remaja di era modern.

This study qualitatively examines teachers' motivations to pursue school principalship through the lens of Motivation to Lead (MTL) theory within the context of a centralized public education system. While prior MTL research has largely relied on quantitative designs, less is known about how its dimensions are narratively constructed and contextually activated in specific organizational environments. Adopting a theory-informed qualitative case study design, we conducted semi-structured interviews with 14 teachers in Türkiye who formally declared their candidacy for principalship during the 2023-2024 EKYS cycle. Thematic analysis, employing a hybrid abductive approach, generated 127 initial codes consolidated into 13 sub-themes and three overarching themes. By providing an empirical audit trail and thick descriptions, the findings reveal that affective-identity motivation is forged through "crucible moments" of crisis management and social recognition; non-calculative motivation manifests as "sacrificial ethics" where leaders prioritize institutional integrity over personal status; and social-normative motivation is activated as an action-oriented "corrective duty" triggered by moral evaluations of administrative dysfunction. Rather than merely confirming MTL dimensions the study offers a qualitative elaboration of how these dimensions are narratively constructed and contextually interpreted within centralized governance structures. The findings highlight leadership motivation as a context-sensitive process shaped by professional identity, moral reasoning, and institutional arrangements. The study contributes to the global MTL literature by providing a qualitative elaboration of how leadership aspirations are constructed within structurally regulated systems, offering concrete implications for meritbased principal selection and ethical leadership preparation policies.

Leadership development in young people is commonly framed around confidence, communication, motivation, and achievement. While these elements remain valuable, they do not fully prepare young leaders for the emotional, relational, and structural pressures associated with responsibility.

This paper introduces the concept of Responsibility Readiness: the capacity for young people to carry responsibility with clarity, emotional steadiness, support structures, and shared leadership awareness before leadership pressure becomes isolating or unsustainable.

Drawing from the Load-Bearing Leadership™ framework, the paper examines how responsibility pressure develops within schools, sporting environments, youth organisations, and community leadership settings. It argues that many young leaders experience increasing levels of identity pressure, social visibility, emotional load, and decision strain without corresponding developmental preparation or support.

The paper proposes that responsibility without adequate support, communication pathways, authority clarity, and emotional regulation can produce early forms of leadership load concentration similar to patterns later observed in organisational and executive environments.

Through a structural and developmental lens, the paper reframes youth leadership as more than performance or recognition. Instead, it positions leadership development as the formation of a young person’s relationship with responsibility, communication, pressure, support-seeking, and shared leadership.

The paper further introduces a practical Responsibility Readiness model designed to support schools, sporting organisations, parents, and community groups in developing healthier and more sustainable leadership foundations for young people.

Standalone Philosophical Interlude: The Borrowed Framework — How Novel Theory from Other Domains Built the Bridge Between Structural Critique and Theoretical Solution. Encyclopedia of Early Learning Sports Development©

Purpose
This interlude documents the cross-disciplinary intellectual architecture that made early learning sports development theoretically possible before sports science was willing or equipped to study it.

Method
When formal academic infrastructure was unavailable — no journals, no departments, no funding mechanisms, no peer review networks for this population — the practitioner-researcher built a theoretical foundation from borrowed frameworks: entertainment theory (Gladwell, Catmull), child development science (Galinsky, Karp), neuroscience and Flow research (Csikszentmihalyi, Kotler), improvisational performance methodology (Yorton), behavioral economics (Levitt and Dubner), game theory (Nash), and nature documentary (Foster). The process is documented across three phases: the early years (2006–2015), the middle years (2016–2022), and the revelation (2022–present).

ADDIE Framing
This document also establishes the encyclopedia itself as the evaluation phase (E) of the ADDIE instructional design model that the 2013 dissertation completed through Implementation — the phase that institutional incapacity made impossible to build through traditional channels.

Key Finding
The cross-disciplinary synthesis documented here is not peripheral to the field establishment argument; it is the field establishment argument made visible. What sports science could not provide, other domains already contained.

Conclusion
The practitioner-researcher found it, borrowed it, applied it, and built something sports had never produced: a theoretically grounded, developmentally appropriate, multi-sport knowledge architecture for children aged 18 months to five years. This is the account of how.

Word Count: Approximately 10,500 words