?AT HOME, I?M CLARK KENT. AT CAMP, I?M SUPERMAN:? OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS

摘要

Understanding how inputs influence program outcomes is a key step in designingand implementing quality youth programs to support positive development. Whiledevelopmental processes are assumed to be universal for all populations, youth who faceadditional challenges in their development (such as those with chronic illness) may haveunique experiences in youth programs.Using Developmental Systems Theory as the guiding theory, the purpose of thisstudy was to understand the developmental context for youth with HIV/AIDS at abarrier-free camp. This study addressed the specific questions: (1) what were thedevelopmental outcomes experienced by youth as a result of attending camp; and (2)what were the processes that facilitated youth development at camp? An interpretivecase study employing observations, focus groups, and interviews was used to investigatethe research questions.Findings show that camp plays a major developmental role in the lives of youthwith HIV/AIDS. Four thematic outcomes of camp emerged: (1) experiencing caringpeople, (2) developing a sense of belonging, (3) feeling reprieve and recreation, and (4) increasing knowledge, attitudes, and skills. The four themes were strongly linkedtogether, being nested within each other in a temporal order. When campers experiencedcaring people, they had a sense of belonging. These two relationship-based outcomesopened a space for feelings of reprieve (from responsibilities and stigma at home) andrecreation (to engage in fun activities) at camp, and this relaxed space provided anopportunity for increasing knowledge, attitudes, and skills.Processes that contributed most to the campers? experiences of caring peoplewere long-term relationships, outside of camp support, exposure and storytelling, andTeen Talk (an educational workshop). Processes contributing to campers? developmentof a sense of belonging were acculturation into the camp; an educational activity calledTeen Talk, medication taking, grieving, aging out of camp, and storytelling. Processescontributing to campers? experiences of reprieve and recreation were camp activities(including Teen Talk); planning for the needs of campers, accessibility, and freedomfrom worry. Processes contributing to campers? development of knowledge, attitudes,and skills were education through Teen Talk, and non-Teen Talk education. Implicationsfor theory, research, and practice are discussed.