{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101145"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101145","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reframing: How staff help youth overcome episodes of anxiety in youth programs","abstract":"Experiencing overwhelming anxiety is becoming more common for adolescents in the United States, and for the adults in their lives, it is difficult to know how to respond or help. Research suggests youth programs support social-emotional learning, including the development of emotion regulation skills (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This study explores how adult program leaders respond to youth who are experiencing anxiety due to their work. A sample of twenty-seven leaders, all of whom had at least four years of experience working with youth, were interviewed. Leaders also represented a variety of program types (e.g. STEM, leadership, and art) for middle (11-14 years old) and high school youth (14-18 years old). Leaders were asked to explain how they respond to youth who have become too anxious to continue with their work. Qualitative methods and strategies, including open coding and constant comparison, were used to define the dominant response category and three strategies within this category. The category that resulted from multiple iterations of coding was reframing: to provide a way to view or understand using a new perspective (i.e., frame). The three strategies leaders used during youth’s episodes of anxiety were: reframing youth’s sense of ability, reframing youth’s conceptualization of the task, and reframing youth’s emotional experience. Findings provide a deep level of insight into how expert leaders use reframing to target specific aspects of youth’s anxiety episodes and use multiple reframing strategies in concert.","abstract_html":"Experiencing overwhelming anxiety is becoming more common for adolescents in the United States, and for the adults in their lives, it is difficult to know how to respond or help. Research suggests youth programs support social-emotional learning, including the development of emotion regulation skills (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This study explores how adult program leaders respond to youth who are experiencing anxiety due to their work. A sample of twenty-seven leaders, all of whom had at least four years of experience working with youth, were interviewed. Leaders also represented a variety of program types (e.g. STEM, leadership, and art) for middle (11-14 years old) and high school youth (14-18 years old). Leaders were asked to explain how they respond to youth who have become too anxious to continue with their work. Qualitative methods and strategies, including open coding and constant comparison, were used to define the dominant response category and three strategies within this category. The category that resulted from multiple iterations of coding was reframing: to provide a way to view or understand using a new perspective (i.e., frame). The three strategies leaders used during youth’s episodes of anxiety were: reframing youth’s sense of ability, reframing youth’s conceptualization of the task, and reframing youth’s emotional experience. Findings provide a deep level of insight into how expert leaders use reframing to target specific aspects of youth’s anxiety episodes and use multiple reframing strategies in concert.","abstract_has_math":false,"creators":["Orson, Carolyn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Human & Community Development","degree_department":null,"school":null,"contributors":["Larson, Reed W.","Raffaelli, Marcela"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:34:00Z","date_published":"2018-09-04T20:34:00Z","updated_at":"2026-07-22T22:24:38Z","subjects":["youth programs, program staff, anxiety, reframing"],"languages":["en"],"rights":["Copyright 2018 Carolyn Orson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101145","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Larson, Reed W.","Raffaelli, Marcela"]},{"key":"dc:creator","label":"Author","values":["Orson, Carolyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:34:00Z","2020-09-05T09:15:13Z","2018-04-11","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human & Community Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["youth programs, program staff, anxiety, reframing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Carolyn Orson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101145"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Experiencing overwhelming anxiety is becoming more common for adolescents in the United States, and for the adults in their lives, it is difficult to know how to respond or help. Research suggests youth programs support social-emotional learning, including the development of emotion regulation skills (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This study explores how adult program leaders respond to youth who are experiencing anxiety due to their work. A sample of twenty-seven leaders, all of whom had at least four years of experience working with youth, were interviewed. Leaders also represented a variety of program types (e.g. STEM, leadership, and art) for middle (11-14 years old) and high school youth (14-18 years old). Leaders were asked to explain how they respond to youth who have become too anxious to continue with their work. Qualitative methods and strategies, including open coding and constant comparison, were used to define the dominant response category and three strategies within this category. The category that resulted from multiple iterations of coding was reframing: to provide a way to view or understand using a new perspective (i.e., frame). The three strategies leaders used during youth’s episodes of anxiety were: reframing youth’s sense of ability, reframing youth’s conceptualization of the task, and reframing youth’s emotional experience. Findings provide a deep level of insight into how expert leaders use reframing to target specific aspects of youth’s anxiety episodes and use multiple reframing strategies in concert.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01","The student, Carolyn Orson, accepted the attached license on 2018-04-10 at 16:20.","The student, Carolyn Orson, submitted this Thesis for approval on 2018-04-10 at 16:23.","This Thesis was approved for publication on 2018-04-11 at 11:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12173 on 2018-08-31 at 17:18:21","Made available in DSpace on 2018-09-04T20:34:00Z (GMT). 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Research suggests youth programs support social-emotional learning, including the development of emotion regulation skills (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This study explores how adult program leaders respond to youth who are experiencing anxiety due to their work. A sample of twenty-seven leaders, all of whom had at least four years of experience working with youth, were interviewed. Leaders also represented a variety of program types (e.g. STEM, leadership, and art) for middle (11-14 years old) and high school youth (14-18 years old). Leaders were asked to explain how they respond to youth who have become too anxious to continue with their work. Qualitative methods and strategies, including open coding and constant comparison, were used to define the dominant response category and three strategies within this category. The category that resulted from multiple iterations of coding was reframing: to provide a way to view or understand using a new perspective (i.e., frame). The three strategies leaders used during youth’s episodes of anxiety were: reframing youth’s sense of ability, reframing youth’s conceptualization of the task, and reframing youth’s emotional experience. Findings provide a deep level of insight into how expert leaders use reframing to target specific aspects of youth’s anxiety episodes and use multiple reframing strategies in concert.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01","The student, Carolyn Orson, accepted the attached license on 2018-04-10 at 16:20.","The student, Carolyn Orson, submitted this Thesis for approval on 2018-04-10 at 16:23.","This Thesis was approved for publication on 2018-04-11 at 11:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12173 on 2018-08-31 at 17:18:21","Made available in DSpace on 2018-09-04T20:34:00Z (GMT). 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