Community Youth Programs for Female Social Competency Development
By: C. Hawkins
Introduction
Adolescence is a period of transformationwhen youth develop skills and competencies that contribute to the successful transition into adulthood (Witt & Caldwell, 2005). During this period youth experience physical, cognitive and social maturity. The Search Institute (Witt & Caldwell) listed social competencies as components of the 40Developments Assets deemed necessary for positive youth development. The ability of youth to cultivate and maintain relationships with peers and adults is a critical component of healthy development (Villarruel, Perkins, Borden & Keith, 2003). Although both boys and girls face similar challenges during adolescence, females have unique developmental issues.According to Witt and Caldwell (2005), “these issues include social contradictions, body image, food issues, friendships and relational aggression, health education and sexuality, physical activity expression, and violence in theculture”(p. 407).Youth workers must be cognizant of female genderdevelopmental differences and incorporate community youth programs that support the positive development of social competencies for adolescent girls.
Definitions
Competence relates to the acquiring of necessary skills to complete required tasks.
Villarruel, Perksins, Borden & Keith (2003) suggested that competenceis “the ability to succeed in the world” as well as “the goal of socialization and development” (p. 342).
Social competence relates to the ability to interact positively with peers and adults in short-term and long-term relationships. It also relates to the ability to resolve conflicts and resist negative peer pressures (Witt &Caldwell, 2005).
Discussion of Female Adolescent Development Challenges
Adolescents are influenced by culturally defined gender roles. Socially imposed traditional gender roles can create social problems for female adolescents. In many environments, social contradictions limit female performance in sports and academia. Wit and Caldwell (2005) provided the following examples of female society contradictions:
-Girls who are intelligent may also be perceived as frigid
-Girls perceived as nurturing mayalso perceived as having no needs
-Girls perceived as strong might be equated to be being masculine.
-Girls who are assertive might be considered overbearing or aggressive (p. 408).
A 2007 study (Shore) reviewed high school students’ perception of gender differences. The title of the article,“Magician and Assistants”, was abstracted from one student’s comments. She stated,
…men are the magicians—economically, politically, and socially in this country to a large degree. Women are the assistants—allowing everything to happen to them and not questioning why someone would want to chop these assistants in half or throw knives at the remarkable faces. (p.7)
In addition to dealing with social contradictions, female teenagers confront negative media messages concerning their body image and physical appearance. Mass media delivers messages that can negatively impact adolescence gender development. Piecora (2004) discussed the occurrence of adolescent female body image disturbance as a result of negative media influence. Body image disturbance refers to negative body image perception that leads to eating disorders such as anorexia and bulimia nervosa. Piecora also cited the association with body image disturbance and elevated depression and low self-esteem. Body image disturbance is positively correlated to lower self-ratings of self-confidence, and self-acceptance. Unfortunately, many female teenagers are displeased with their personal appearance and often mislabel themselves as overweight.Youth workers need to understand the magnitude of media influence and develop programs that educate teenagers regarding media manipulation.
In addition to mass media, peer groups influence female adolescent behavior and judgment. Young adolescent girls develop close relationships with other girls. Girls are often consumed with these friendships. Adolescent girls place greater emphasis on their appearance and friendships than boys. Relationships with peers and the opposite sex is also more important to girls than boys (Villarruel, 2003).Adolescent girls rate their close female relationships higher on all aspects of support than boys. (Kuttler, 2000). “Girls seem to make important distinctions between the types of friends they have and the nature and quality of those friendships”(Witt &Caldwell, 2005, p. 411). McCarthy, Felmlee and Hagan (2004) noted the benefits of girl friendships. McCarthy implied that female friendships promote kind, caring relationships and are less likely to lead to property crimes. Although female friendships provide positive social interaction opportunities, they can also lead to relational aggressive behavior. Female peer groups can be the source of negative power struggles which may lead to verbal and physical violent behavior. Community youth programs can provide several opportunities for female teenagers to nurture girl relationships and friendships in safe, supervised environments.
Unfortunately, female teenagers are exposed to violence from the opposite sex in the forms of sexual harassment, verbal and physical violence. “Dating violence against girls has been reported to affect 10% of high school girls and 22% of college women” (Witt & Caldwell, 2005).
For several reasons, many girls fail to report date rape. Many girls do not think that this type of assault should be classified as rape. Some girls believe that they are helpless and unable to successfully persecute their male attacker (even with adult support). Other victims view themselves as guilty of provoking the attacker. (Witt & Caldwell) Safety is extremely important to adolescence girls. If youth professionals desire the participation of female teenagers, they have to ensure that youth facilities are a safe haven for them.
Suggestions/Conclusion
A majority of the female gender specific adolescent development problems encompass an aspect of social competencies. Teenagers require the integration of their families, schools and communities to augment their adolescence evolution. Youth professionals should design programs which concentrate on building social competencies that enable girls to build resiliency.
Adolescents benefitfrom community youth physical activities. A 2009 study (Debate, Pettee, Zwald, Huberty & Zhang), examined thebenefits associated withgirl adolescent involvement in community sporting activities. Participants of single-sex sport activities experienced beneficial changes in self-esteem and body size.Routinely, female teenagers are less likely than boys to participate in school sporting activities due to their image and skill concerns. Community recreation physical programs present opportunities for girls to demonstrate multiple levels of physical activity expressions in a safe, relaxed, comfortable single-sex environment. Witt and Caldwell (2005) provided the following benefits of physical activity expression:
Furthermore, it is imperative that professionals consider female adolescent developmental issues when working with females in single sex or coed groups.Youth professionals must ensure that facilities do not project social contradictions regarding female roles. Community youth facilities allow the development of single-sex female programs that provide opportunities for girls to operate in various leadership roles and activities. Programs that allow exposure to various professional female role models in leadership positions can reduce the negative impact of socialcontradictions (Witt & Caldwell, 2005). Youth facilities can also operate as recreational locations for healthy friendship development.
Girls develop emotionally and physically different from the boys of the same age. Youth professionals need to understand and be prepared to properly address gender specific issues.
DeZolt and Henning (1999) discussed gender socialization differences and how single-sex schools applied educational techniques based upon gender learning differences. Although many community facilities are unable to offer single-sex programs,youth professionals should integrate programs that encourage and support female adolescent maturity.
References
Debate, R.D., Pettee, G.K., Zwald, M., Huberty, J.,& Zhang, Y. (2009). Changes in psychosocial factors and physical activity frequency among third to eight grade girls who participated in a developmentally focused youth sport program: apreliminary study. Journal of School Healthy, 79(10), 474-484.
DeZolt, D.M., Henning-Stout, M., (1999). In beyond appearance: a new look at adolescent girls. American Psychological Association, 253-275.
Kuttler, A.F.( 2000). Linkages between adolescent girls’ romantic relationships, close friendships,and peer networks. (Doctoral Dissertation).Retrieved from Proquest. (9992484). http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/304608878/abstract/13A3C1EE22E2416276C/16?accountid=12598
McCarthy,B., Felmlee, D.& Hagan, J. (2004). Girl friends are better: gender, friends, and crime among school and street youth. Criminology, 42(4), 805-835.
Piecora, C. (2004). Psychoeducational intervention to reduce the effects of exposure to medial images on body image in young adolescent girls. (Doctoral dissertation).Retrieved from ProQuest Information & Learning. (AA13125122) http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/620635316/13A3BF3E34C85EA40/1?accountid=12598
Shore, A.(2007). Magician and assistants: How a group of high school girls and boys perceive their gendered roles in and out of school (Doctoral dissertation).Retrieved from Proquest (3299770) http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/304861862/13A3AC3B354611CDCA/1?accountid=12598
Villarruel, F. A., Perkin, Borden, L.M.& Keith, J.G.(2003). Community Youth Development: Programs, Policies, and Practices. Thousand Oaks: CA, Sage Publication.
Witt, P. A.& Caldwell, L. L. (2005). Recreation and Youth Development. State College, Pennsylvania: Venture Publishing, Inc.,
Adolescence is a period of transformationwhen youth develop skills and competencies that contribute to the successful transition into adulthood (Witt & Caldwell, 2005). During this period youth experience physical, cognitive and social maturity. The Search Institute (Witt & Caldwell) listed social competencies as components of the 40Developments Assets deemed necessary for positive youth development. The ability of youth to cultivate and maintain relationships with peers and adults is a critical component of healthy development (Villarruel, Perkins, Borden & Keith, 2003). Although both boys and girls face similar challenges during adolescence, females have unique developmental issues.According to Witt and Caldwell (2005), “these issues include social contradictions, body image, food issues, friendships and relational aggression, health education and sexuality, physical activity expression, and violence in theculture”(p. 407).Youth workers must be cognizant of female genderdevelopmental differences and incorporate community youth programs that support the positive development of social competencies for adolescent girls.
Definitions
Competence relates to the acquiring of necessary skills to complete required tasks.
Villarruel, Perksins, Borden & Keith (2003) suggested that competenceis “the ability to succeed in the world” as well as “the goal of socialization and development” (p. 342).
Social competence relates to the ability to interact positively with peers and adults in short-term and long-term relationships. It also relates to the ability to resolve conflicts and resist negative peer pressures (Witt &Caldwell, 2005).
Discussion of Female Adolescent Development Challenges
Adolescents are influenced by culturally defined gender roles. Socially imposed traditional gender roles can create social problems for female adolescents. In many environments, social contradictions limit female performance in sports and academia. Wit and Caldwell (2005) provided the following examples of female society contradictions:
-Girls who are intelligent may also be perceived as frigid
-Girls perceived as nurturing mayalso perceived as having no needs
-Girls perceived as strong might be equated to be being masculine.
-Girls who are assertive might be considered overbearing or aggressive (p. 408).
A 2007 study (Shore) reviewed high school students’ perception of gender differences. The title of the article,“Magician and Assistants”, was abstracted from one student’s comments. She stated,
…men are the magicians—economically, politically, and socially in this country to a large degree. Women are the assistants—allowing everything to happen to them and not questioning why someone would want to chop these assistants in half or throw knives at the remarkable faces. (p.7)
In addition to dealing with social contradictions, female teenagers confront negative media messages concerning their body image and physical appearance. Mass media delivers messages that can negatively impact adolescence gender development. Piecora (2004) discussed the occurrence of adolescent female body image disturbance as a result of negative media influence. Body image disturbance refers to negative body image perception that leads to eating disorders such as anorexia and bulimia nervosa. Piecora also cited the association with body image disturbance and elevated depression and low self-esteem. Body image disturbance is positively correlated to lower self-ratings of self-confidence, and self-acceptance. Unfortunately, many female teenagers are displeased with their personal appearance and often mislabel themselves as overweight.Youth workers need to understand the magnitude of media influence and develop programs that educate teenagers regarding media manipulation.
In addition to mass media, peer groups influence female adolescent behavior and judgment. Young adolescent girls develop close relationships with other girls. Girls are often consumed with these friendships. Adolescent girls place greater emphasis on their appearance and friendships than boys. Relationships with peers and the opposite sex is also more important to girls than boys (Villarruel, 2003).Adolescent girls rate their close female relationships higher on all aspects of support than boys. (Kuttler, 2000). “Girls seem to make important distinctions between the types of friends they have and the nature and quality of those friendships”(Witt &Caldwell, 2005, p. 411). McCarthy, Felmlee and Hagan (2004) noted the benefits of girl friendships. McCarthy implied that female friendships promote kind, caring relationships and are less likely to lead to property crimes. Although female friendships provide positive social interaction opportunities, they can also lead to relational aggressive behavior. Female peer groups can be the source of negative power struggles which may lead to verbal and physical violent behavior. Community youth programs can provide several opportunities for female teenagers to nurture girl relationships and friendships in safe, supervised environments.
Unfortunately, female teenagers are exposed to violence from the opposite sex in the forms of sexual harassment, verbal and physical violence. “Dating violence against girls has been reported to affect 10% of high school girls and 22% of college women” (Witt & Caldwell, 2005).
For several reasons, many girls fail to report date rape. Many girls do not think that this type of assault should be classified as rape. Some girls believe that they are helpless and unable to successfully persecute their male attacker (even with adult support). Other victims view themselves as guilty of provoking the attacker. (Witt & Caldwell) Safety is extremely important to adolescence girls. If youth professionals desire the participation of female teenagers, they have to ensure that youth facilities are a safe haven for them.
Suggestions/Conclusion
A majority of the female gender specific adolescent development problems encompass an aspect of social competencies. Teenagers require the integration of their families, schools and communities to augment their adolescence evolution. Youth professionals should design programs which concentrate on building social competencies that enable girls to build resiliency.
Adolescents benefitfrom community youth physical activities. A 2009 study (Debate, Pettee, Zwald, Huberty & Zhang), examined thebenefits associated withgirl adolescent involvement in community sporting activities. Participants of single-sex sport activities experienced beneficial changes in self-esteem and body size.Routinely, female teenagers are less likely than boys to participate in school sporting activities due to their image and skill concerns. Community recreation physical programs present opportunities for girls to demonstrate multiple levels of physical activity expressions in a safe, relaxed, comfortable single-sex environment. Witt and Caldwell (2005) provided the following benefits of physical activity expression:
- Development of positive body image
- Less drug and alcohol usage
- Lower risks of developing cardiovascular disease
- Reduces risk of some forms of cancer
- Reduces stress and enhancement of psychological well-being
- Encourages pro-social behavior
Furthermore, it is imperative that professionals consider female adolescent developmental issues when working with females in single sex or coed groups.Youth professionals must ensure that facilities do not project social contradictions regarding female roles. Community youth facilities allow the development of single-sex female programs that provide opportunities for girls to operate in various leadership roles and activities. Programs that allow exposure to various professional female role models in leadership positions can reduce the negative impact of socialcontradictions (Witt & Caldwell, 2005). Youth facilities can also operate as recreational locations for healthy friendship development.
Girls develop emotionally and physically different from the boys of the same age. Youth professionals need to understand and be prepared to properly address gender specific issues.
DeZolt and Henning (1999) discussed gender socialization differences and how single-sex schools applied educational techniques based upon gender learning differences. Although many community facilities are unable to offer single-sex programs,youth professionals should integrate programs that encourage and support female adolescent maturity.
References
Debate, R.D., Pettee, G.K., Zwald, M., Huberty, J.,& Zhang, Y. (2009). Changes in psychosocial factors and physical activity frequency among third to eight grade girls who participated in a developmentally focused youth sport program: apreliminary study. Journal of School Healthy, 79(10), 474-484.
DeZolt, D.M., Henning-Stout, M., (1999). In beyond appearance: a new look at adolescent girls. American Psychological Association, 253-275.
Kuttler, A.F.( 2000). Linkages between adolescent girls’ romantic relationships, close friendships,and peer networks. (Doctoral Dissertation).Retrieved from Proquest. (9992484). http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/304608878/abstract/13A3C1EE22E2416276C/16?accountid=12598
McCarthy,B., Felmlee, D.& Hagan, J. (2004). Girl friends are better: gender, friends, and crime among school and street youth. Criminology, 42(4), 805-835.
Piecora, C. (2004). Psychoeducational intervention to reduce the effects of exposure to medial images on body image in young adolescent girls. (Doctoral dissertation).Retrieved from ProQuest Information & Learning. (AA13125122) http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/620635316/13A3BF3E34C85EA40/1?accountid=12598
Shore, A.(2007). Magician and assistants: How a group of high school girls and boys perceive their gendered roles in and out of school (Doctoral dissertation).Retrieved from Proquest (3299770) http://search.proquest.com.proxy1.cl.msu.edu.proxy2.cl.msu.edu/docview/304861862/13A3AC3B354611CDCA/1?accountid=12598
Villarruel, F. A., Perkin, Borden, L.M.& Keith, J.G.(2003). Community Youth Development: Programs, Policies, and Practices. Thousand Oaks: CA, Sage Publication.
Witt, P. A.& Caldwell, L. L. (2005). Recreation and Youth Development. State College, Pennsylvania: Venture Publishing, Inc.,