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

Authors

Anne Marie Iaccopucci, University of California, Agriculture and Natural ResourcesFollow

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

Recommended Citation

Iaccopucci, Anne Marie (2022) "Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming," Journal of Youth Development: Vol. 17: Iss. 4, Article 10.
DOI: https://doi.org/10.5195/jyd.2022.1285
Available at: https://tigerprints.clemson.edu/jyd/vol17/iss4/10