Search Results (66)

The implementation and impact of inclusivity and accessibility in the banking sector are crucial to the banking sector’s participation of any country in achieving the United Nations’ Sustainable Development Goals (SDGs) 1, 4, 5, 8, 10, 11, 16 and 17. This study examines the implementation and impact of inclusivity and accessibility in the South African banking sector, with a focus on the Free State province. Guided by the Sustainable Livelihoods Framework (SLF) and Institutional Theory, this research employs a quantitative, deductive approach to assess two core objectives: (1) the alignment of fintech banking practices with selected Sustainable Development Goals (SDGs), and (2) the identification of barriers to inclusivity and accessibility for women and youth. A stratified random sample of 208 banking professionals—comprising front-line employees, supervisors, and managers—was surveyed using a Likert-type questionnaire. Data were analysed using SPSS version 21. The findings reveal significant progress toward SDGs 1, 4, 5, 8, 10, 11, 16, and 17, reflected in a female-majority workforce, a youthful and educated employee base, and a nationally oriented employment strategy. These attributes signal a strong institutional commitment to inclusive growth and sustainable development. The sector also demonstrates readiness for fintech innovation, supported by high levels of training adequacy, relevance, and accessibility, indicating robust human capital and institutional adaptability to the Fourth Industrial Revolution (4IR) and AI-driven transformation. However, persistent structural barriers—particularly in leadership representation and digital access for women and youth—highlight the need for targeted policy interventions. Integrating inclusive fintech strategies, equitable training frameworks, and development programs is essential to sustaining progress and achieving the goals of the National Development Plan (NDP) and the SDGs. The Free State banking sector offers a promising model for inclusive institutional transformation aligned with global sustainability agendas. Full article

Sexual violence among adolescents remains a persistent social and public health issue. Prevention approaches tend to be designed and executed by adults, with young people serving limited roles. Getting young people involved in the field of prevention can be a lofty goal for community-based organizations, who often work with limited time, capacity, funds, and resources to build impactful youth programs. Young people have grown up observing injustices in their communities and have clear, actionable ideas for addressing sexual violence and advancing social change. Unfortunately, little has explained how and why centering youth voices and leadership matters in sexual violence prevention efforts and how it can be done. In this paper, a collection of youth leaders use interview data from a participatory evaluation of a groundbreaking youth-centered prevention program to introduce the Youth-Led Program to Prevention Model. Using members’ testimonies and co-constructed analysis, and inspired by ripple effect and ecological models, the Youth-Led Program to Prevention Model showcases how youth-centered activism and education can advance the goals of sexual violence prevention and impact young people, communities, and systems. Written by youth leaders themselves and based on their lived experiences in the evaluated program, this paper accompanies the Youth-Led Program to Prevention Model with actionable strategies for practitioners who wish to celebrate young people’s contributions and visions for change. Full article

Thailand’s southern border provinces need youth-focused multicultural leadership programs integrating local religious–cultural elements, community involvement, and long-term evaluation to enhance social cohesion and sustainable development. This study aimed to develop and evaluate a program to foster multicultural leadership among youth in Thailand’s three southern border provinces. The research was conducted in two phases. The first phase involved synthesizing key multicultural leadership characteristics, designing a structured program and assessing its relevance and coherence through expert evaluation. The second phase focused on empirical validation by implementing the program with 22 selected youth participants, employing repeated-measures analysis of variance to assess its effectiveness. Additionally, experts evaluated the program’s validity, appropriateness, cost-effectiveness, utility, and feasibility. The resulting program, “EARCA”, comprises five core components: Experiential Exposure, Active Exploration & Engagement, Reflective Thinking & Analysis, Concept Integration & Synthesis, and Application & Extension. Expert assessments confirmed its appropriateness at the highest level, with a consistency index ranging from 0.8 to 1.0. Statistical analyses demonstrated significant improvements in all dimensions of multicultural leadership among participants. Furthermore, the program was rated highly accurate, appropriate, cost-effective, practical, and feasible for real-world implementation. These findings offer valuable insights for policymakers and practitioners seeking to enhance multicultural leadership development through structured, evidence-based interventions. Full article

Developing multicultural leadership in youth is crucial for fostering social harmony, emphasizing cross-cultural communication, adaptability, creative problem solving, and ethical leadership, particularly in Thailand’s three southern border provinces. This study aimed to analyze the confirmatory factors and assess the validity of the measurement model for multicultural leadership among youth in Thailand’s three southern border provinces. The study sample comprised 640 participants, and the data were analyzed using second-order confirmatory factor analysis. The findings revealed that multicultural leadership among youth in the region consists of the following six key components: (1) awareness and acceptance of cultural diversity, (2) intercultural communication skills, (3) flexibility and adaptability in multicultural contexts, (4) creative problem solving in a multicultural context, (5) building intercultural collaboration networks, and (6) developing culturally relevant morality and ethics. The measurement model demonstrated a good fit with the empirical data. Considering the Chi-square value of 411.81, p-value of 0.07, the relative Chi-square (χ²/df) was 1.11, the Goodness-of-Fitness Index (GFI) was 0.96, the Adjusted Goodness-of-Fitness Index (AGFI) was 0.94, and the Root Mean Square Residuals Index (SRMR) was 0.03. These findings provide valuable insights for formulating effective policies and concrete strategies to enhance and develop multicultural leadership among youth in diverse sociocultural contexts. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Young people are frustrated and disheartened with the lack of adult leadership and action to address the climate crisis. Although youth representation in global, regional, and local decision-making contexts on climate change is steadily growing, the desired role and effect of youth in environmental and climate decision-making has shifted from a focus on having youth voices heard, to having a direct and meaningful impact on policy and action. To meaningfully integrate youth perspectives into climate policies and programs, intergenerational approaches and youth–adult partnerships are key. This paper explores strategies to support youth action and engagement as adult partners by investigating youth perspectives on what adults and adult-led organizations should consider when engaging young people in climate-related work. This qualitative research study introduces a revised version of the 7P youth participation framework, developed through focus groups with high school youth. This paper provides reflective questions and practical recommendations for participants engaged in youth–adult partnerships to help guide engagement beyond token representation and create meaningfully participatory conditions for youth agency in climate organizing spaces. Full article

Background: Mental health issues among youth are a growing public health concern. Schools play a vital role in the early detection and prevention of mental health issues, with principals being central to the implementation of mental health initiatives. This study assessed the attitudes, preparedness, and practices of school principals regarding mental health promotion and prevention among school-aged children. Methods: A cross-sectional survey using computer-assisted web interviewing (CAWI) was conducted between March and April 2025. A 19-item questionnaire was sent to all 1564 primary and secondary school principals in the Lodz region. Data from 605 respondents (response rate: 38.7%) were analyzed. Results: A total of 94.9% of the principals reported an increase in student mental health problems over the past five years. Over one-quarter of school principals (26.3%) declared a very good or rather good level of preparation for teachers to work with students diagnosed with a mental disorder. Moreover, 42.3% declared a very good or rather good level of preparation of teachers for conversations with parents about mental health problems observed in their children. Mental health education was conducted in 94.7% of schools, and teacher training in 73.2% of schools. Secondary schools more often offered such training (81.9% vs. 70.7%; p = 0.01) and reported stronger support from specialist teachers (79.7% vs. 67.7%; p = 0.01) than primary schools did. Rural schools rated teacher-parent communication more positively (47.0% vs. 37.7%; p = 0.02) despite fewer training initiatives (68.7% vs. 77.7%; p = 0.01). Suicide response procedures were implemented in 78.5% of schools. Conclusions: The findings confirm a marked rise in student mental health needs and reveal structural disparities in providing school-based support. Enhancing school leadership, expanding teacher training, and ensuring systemic support may facilitate mental health promotion interventions in schools. Full article

Youth sport research has routinely suggested that sport has the potential to serve as a meaningful context for learning. particularly when programs are designed to promote positive youth development (PYD) outcomes. Indeed, participation in sport-based PYD programs has been shown to lead to the development and transfer of life skills. Yet, even given the growth of sport-based PYD research over the last two decades, much remains unknown about specific programmatic design features. Promising practices point to the role of reflection in facilitating life skill development and the application of newly learned skills to real-life. This study investigates the reflective journaling of 234 youth experiencing social vulnerabilities who participated in a sport-based PYD program called LiFEsports. Thematic analyses explored text and illustrations included in youth journals. Results suggest that youth both understand and consider how life skills (i.e., self-control, effort, teamwork, social responsibility, personal responsibility, leadership) can be transferred to settings such as at home, during school and in the community. Further findings highlight the relationship between significant others (e.g., teammates, coaches, parents) and life skills transfer, particularly related to reinforcement. Ultimately, journaling may serve as a viable method to prompt reflections among youth. Full article

This abstract discusses the crucial role of public administrations in fostering political participation among youths, emphasizing strategies to actively engage young individuals in democratic processes. Education programs, digital platforms, inclusion in policy-making, and leadership training are highlighted as effective methods to increase political engagement among youths. The paper argues that integrating these strategies can enhance democratic resilience and responsiveness to governance. It also stresses the importance of adapting communication methods to youth preferences and supporting youth organizations to facilitate greater involvement in politics. By employing these approaches, public administrations can empower young people to become informed, active participants in their communities and beyond. Full article

Background/Objectives: Youth mental health significantly impacts future well-being, with nearly half of mental health disorders emerging during adolescence. Civic engagement is defined as active participation in the community to improve conditions for others or to help shape the community’s future. It offers a unique opportunity to enhance youth mental well-being, acting as a protective factor against mental health struggles. In this line, Relational Developmental Systems Theory posits that positive youth development is positively linked to civic engagement. The main objective of this literature-based paper is to identify, select, assess, and synthesize the existing literature on interventions promoting mental health in the youth through civic engagement, resulting in an up-to-date review. Methods: Following PRISMA guidelines, a search was conducted using PsycInfo, Scopus, and Web of Science to gather studies published between 2018 and 2023, based on the combination of key terms: (“civic engagement” OR “social participation”) AND (“mental health” OR “psychological adjustment” OR “well-being”) AND (adolescen* OR teen* OR youth OR “young people”) AND (program* OR intervention OR training OR education). Data extraction and risk-of-bias assessments were performed. Results: Ten studies were included in this review which suggest that civic engagement programs improve youth mental health outcomes, including reduced anxiety, reduced sadness, and increased resilience. These programs foster empowerment, sense of belonging, and social connections, while also enhancing interpersonal skills and career aspirations. Youth also gain valuable skills such as leadership, communication, and problem-solving, contributing to educational and vocational growth. However, challenges such as socio-economic barriers and attendance issues can impact some outcomes, with variations in effectiveness across programs. Conclusions: Youth civic engagement programs should integrate mental health support to mitigate the emotional costs of activism, ensuring greater participation and well-being. It is important to adapt these programs to local contexts and provide flexibility to strengthen participation and community impact. Future research should explore the role of cultural, gender, and socio-economic factors in shaping program outcomes and utilize randomized controlled trials to improve the validity and generalizability of findings. Full article

A substantial amount of the literature has examined the impact of participation in sport-based youth development programming and its global contribution to the lives of young people. In a similar vein, the outcomes of sport-based leadership programs are heavily influenced by the relationships and life skills acquired. One often overlooked demographic in this literature is incarcerated youth, a unique population who’s time spent in juvenile justice is fundamentally designed to prioritize rehabilitation and development. This paper sought to understand youths’ experiences in a sport-based leadership prison program with regards to content, relationship building, and transfer. This study included semi-structured interviews with three, currently incarcerated, adolescent black males, exploring their experiences as participants in their sport leadership program. Results included themes around the program meaning, relationship enhancers, and life skill learnings. Findings explore how sport-based prison programs may consider the importance of physical and psychological safety, relationship building, and life skill teachings as crucial components of a program that remain with participants well into their reintegration within society. Full article

It has happened so many times in history: the youth being ignored or sidelined. Such behaviour was and is often motivated by culture. In most cultures, the youth, children, and adolescents are important and loved; however, in society and churches, they are on the sideline, until culture determines their real belonging. The theological departure point of inclusivity has just not been taken yet. In this article will be argued that however natural cultural behaviour might be, to ignore or sideline children and adolescents is to deny our Christian identity as the church of God. In God’s mind, children are included even before they are born. They may be man-and-woman-made, but in fact, they are God-made (Psalm 127 verse 3). They may not even have been part of a man-and-woman-made plan. Coming into being, whether planned or unplanned, does not catch God off-guard. Being is a gift of God, not only to a parent or parents but to the faith community. A theological understanding of our identity as the people of God compels us not and never to ignore or sideline the youth at any stage of life. Full article

Working with young people is a key part of the story of British evangelicalism, both being formed by and forming evangelical Christian life. Exploring evangelical youth ministry through the lens of the origins of the Crusaders’ Union of Bible Classes (now Urban Saints) in the UK and demonstrating the shared threads and themes in regard to the Australian and US contexts, through studies of the InterVarsity Fellowship (IVF) and Young Life, respectively, key themes are revealed that embody an evangelical approach to working with young people. These themes, encapsulated within the overall practice of relationship building, focus on influential young people, charismatic lay leadership, and have an emphasis on fun. We further demonstrate the wider influence on evangelical church life encapsulated by this evangelical sensibility towards working with young people that endures, which is often unacknowledged. In addition, these themes suggest an operant theology that raises questions for the practice of evangelical youth ministry. The consideration of these themes can help us respond to some of the challenges faced by youth ministry in the UK and young people in contemporary culture. Moreover, the historical threads contain possibilities that might help evangelicals navigate a future in regard to working with young people. Full article

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth. Full article

Background: There are high documented rates of exposure to traumatic events and mental health disorders among youths yet existing disparities in access to care for racial and ethnic minority youths and youths in rural communities. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based behavioral health therapy for children. The delivery of TF-CBT via telehealth can decrease access to care barriers. An interdisciplinary clinical team developed a training program to guide clinicians to effectively provide TF-CBT via telehealth. The goal of this study was to describe variation in implementation processes of the telehealth TF-CBT program and identify barriers and facilitators to program implementation post-training, which were utilized to develop implementation strategies for intervention sustainability. Methods: Using a mixed-methods approach, data were collected on telehealth implementation processes and facilitators and barriers to the delivery of telehealth TF-CBT. This study was guided by an adapted implementation science framework, namely the Exploration, Preparation, Implementation, Sustainment model. Interviews and surveys were completed with clinical site leaders who had participated in the telehealth TF-CBT training. Results: Throughout clinical sites, there was varied adoption and penetration of the telehealth TF-CBT program. Facilitators to implementation included leadership and site staff buy in, community needs, and training resources, while barriers included funding, available logistical resources, and child and family involvement. Conclusions: The feedback gained from this project assisted in the development of implementation strategies for increased adoption and sustainment of TF-CBT delivered via telehealth. Strategies include ongoing interactive assistance and resource support, enhanced training for stakeholders, and program adaptations, with the goal to increase access to quality mental health care for underserved populations. Full article