The purpose of this study was to examine the perceptions and experiences of youth and adults engaged in youth-adult relationships involved in the Texas AgriLife Extension Service Youth Board. The objectives of the study were to: (1) examine youth perceptions of their involvement on the Youth Board; (2) examine adult perceptions of their involvement on the Youth Board; and (3) evaluate youth-adult interaction on the Youth Board. The quantitative data were analyzed using descriptive statistics, t-tests, and analyses of variance (ANOVA). Involvement and Interaction Rating Scales were completed by 127 participants (75 youth and 52 adults) serving on the Youth Boards in Texas. The rating scale measured three constructs: youth involvement, adult involvement, and youth-adult interaction. T-tests were used to analyze differences between youth and adult participants. Gender differences were also analyzed. The test indicated no significant difference between youth and adult participants, but youth were more positive on the youth involvement, adult involvement, and youth-adult interaction constructs. Females were more positive on all three constructs event thought there was also no significant difference in perceptions. An independent samples t-test was computed to determine if there were significant differences between Anglo and non-Anglo participants' perceptions of youth involvement, adult involvement, and youth-adult interaction. Most participants were Anglo; however, non-Anglo ethic groups including Asian, Black, Hispanic and Native American were also represented. Tests show all participants had positive perceptions toward youth involvement, adult involvement, and youth-adult interaction. Non-Anglo participants had a positive perception of youth involvement, but Anglo participants had a higher mean score on adult involvement and youth-adult interaction. An independent sample t-test was used to determine significant differences based on residence in perceptions of the three constructs between participants. Population less than 10,000 was defined as a town fewer than 10,000 populations and farm. Population greater than 10,000 is defined as town/city of 10,000-50,000 population and its suburbs, suburb of city more than 50,000 populations, or central city more than 50,000 population. No significant differences were found between population less than 10,000 and population greater than 10,000 participants but population less than 10,000 participants had a higher perception of youth involvement, adult involvement and youth-adult interaction than population greater than 10,000 participants.

There is a recognized need for additional research that produces empirical data on positive youth development (PYD) frameworks, as well as PYD impacts and roles amongst human-animal interactions (HAI) and youth. This study used inputs and outcomes from the 4-H Formula for Success to identify and describe components of the 4-H dog program within one state as case studies. Inputs included skill-building, meaningful leadership, and long-term relationships with caring adults. Outcomes included the 5 C's: caring, character, confidence, connection and competence. Three counties (cases) were identified, and participants were interviewed about their 4-H dog program experiences. 4-H youth, parents, volunteers and agents were included. A total of 19 interviews were transcribed and coded for themes that fit within the 4-H Formula for Success within the context of each case. Findings indicate a strong presence of inputs that are specific to dog programming, as well as some outcomes and emergent themes, including accessibility, motivation to join and COVID implications. Dog industry professionals greatly contributed to the skill-building and meaningful leadership opportunities for 4-H youth. Connection and Competence were the most frequently coded outcomes across the cases. Participants described the 4-H dog program as accessible due to cost, small size and simple housing requirements, compared to livestock or equine projects. A shared interest in dogs was the primary motivation to join 4-H dog clubs and led to strong connections or bonds between members. Limitations of this study are related to a low participant pool in one case, and recall accuracy and cognitive ability of 4-H youth to recognize and name their perceived outcomes. Recommendations for practice are included for 4-H agents and 4-H volunteers to start, promote or strengthen 4-H dog programs in any location by being intentional when recruiting 4-H volunteers, and planning educational programming. This program can be promoted as more accessible compared to large animal science 4-H programs such as livestock or equine based on data provided by participants in all three cases within diverse contexts. There are several recommendations for further research beyond this study including a longitudinal continuation of this model, replicating this study in other states to examine other 4-H dog programs, or replicating this study for other 4-H program areas. / Master of Science in Life Sciences / The 4-H dog project is one of many animal science projects available to youth enrolled in 4-H across the nation. Unfortunately, it is not nearly as recognizable or flashy as market livestock or equine and is often overlooked by families and agents alike. This study is a case study of three county 4-H dog programs, looking at what positive youth development inputs exist to promote positive youth development outcomes in the youth enrolled. 4-H members, parents, volunteers and agents were interviewed from three counties that had existing 4-H dog programs in each county as well as state 4-H dog opportunities. Each case presented opportunities for skill-building and meaningful leadership for 4-H members, as well as relationships with caring adults that led to the development of 4-H PYD outcomes including caring, connection, character, competence and confidence. Dog industry professionals were found to be a very valuable asset within each 4-H dog program. The 4-H dog program facets of each case are described in detail as well as how they contribute to outcome development. Limitations and recommendations for practice and future research are included to assist 4-H agents and volunteers in starting, strengthening or promoting 4-H dog programs in any location. A model created by the researcher based on findings is presented to assist 4-H agents and volunteers for future research or practice.

Master of Science / Department of Family Studies and Human Services / Karen S. Myers-Bowman / The current study focuses on qualitative data collected from youth and adults in two rural Kansas communities. The focal point of analysis was youth and adults' answers to questions about their experiences working with one another within community-based programs, specifically questions regarding youth's feeling of empowerment within the context of the program. Lerner's theory of developmental contextualism provided a framework for understanding how youth-adult relationships contribute to the development of youth empowerment. Youth voice, a construct related to the youth empowerment literature, appeared in the participants' responses across program sites. Common themes across settings were that teens who had been involved in the program the longest felt especially empowered, that youth became more responsible as a result of participating in the program, and that adults in both program sites fulfilled the six adult roles for youth empowerment that have been established in the research literature. Finally, three constructs significant in the youth development literature (confidence, connection and compassion) emerged as themes in relation to the experiences of the young people in the program. Implications of this study include exploring the impact youth-adult relationships have on adults and investigating how teens as role models or mentors for "littles" impact their feeling of empowerment. Suggestions for replication of this study are also given.

Using a qualitative case study approach, a study looking at what student co-researchers value while they are part of a research team was conducted. The three questions guiding this study included: What personal changes did student co-researchers experience? How does a Co-operative Inquiry approach contribute to youth engagement and positive youth development? And, What adult skills are evident in building a strong youth led research project? Data was collected from a Co-operative Inquiry research project entitled 62 Ways to Change the World. The multiple sources of data included: key informative interviews and a focus group with student co-researchers from 62 Ways to Change the World and all documents pertaining to the research project. By understanding what young people value while they are on a project team strategies that contribute to sustainable student-led research can be developed and shared with organizations, educational institutions and governments that are currently or are interested in conducting research with young students.

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