1. The Impact of Youth Ministry Rachel S. Carson University of Cincinnati, CECH Middle Childhood Education carsonrs@mail.uc.edu Background Literature Previous research states… “School age children’s desire for group membership can also be satisfied through formal group ties such as scouting, 4-H, and religious youth groups” (265) Protection against maladjustment can arise from, child’s personal characteristics, a warm parental relationship, an adult outside of the immediate family who offers a support system, and community resources. Inquiry Question: How do formal peer groups through involvement in extracurricular activities, such as a youth ministry group, affect social and moral development during pre –middle adolescence? Inquiry Question: How do formal peer groups through involvement in extracurricular activities, such as a youth ministry group, affect social and moral development during pre –middle adolescence? References Rubin, Bukowski, & Parker, 2006 Berk, 2010 Results The youth ministry group is very diverse ethnically, and socially. Most of these students partake in other extracurricular activities on top of being a part of their youth group. I interviewed a young woman who leads a youth ministry group in an urban school district; she said that most of her students were in the group for the social aspects more than the religious. Though they all came from troubled homes, and some did not have much support from family, they did, however, stay out of a great deal of trouble in comparison to other students. They same is true in the youth ministry I observed. These students came from very diverse backgrounds, some from the suburbs and some from broken families. Regardless of all of those details, these student all strive to be academically successful, to build strong values. These morals and values are demonstrated to these kids by the mentorship of the youth ministry leaders, the sense of community in the church to which they belong, and other potential factors. Why I Chose This Topic I personally have experience participating in a youth ministry. This involvement has shaped my perspective of the world, and has influenced my self-esteem and relationships with my parents and friends. Through this involvement I was provided with mentorship and guidance needed to feel confident in the identity I was developing. Why I Chose This Topic I personally have experience participating in a youth ministry. This involvement has shaped my perspective of the world, and has influenced my self-esteem and relationships with my parents and friends. Through this involvement I was provided with mentorship and guidance needed to feel confident in the identity I was developing. Introduction With a growing number of students dropping out of schools, and risky behavior becoming more socially acceptable, I sought to understand how as a teacher I could guide my students in a more positive direction. Methods In order to study this topic I interviewed several youth ministry leaders, and people you have previous been a part of youth ministry. I also observed the students in this group. Terms to Know Peer groups- collectives that celebrate unique values and standards for behavior and a social structure of leaders and followers. Peer groups organize on the basis of proximity (being in the same classroom) and similarity in sex, ethnicity, popularity, and aggression (Rubin, Bukowski, & Parker, 2006). Coregulation-a form of supervision in which parents exercise general oversight while letting children take charge or moment-by-moment decision making Paths to Identity: Identity moratorium- exploration without commitment Identity foreclosure- commitment in the absence of exploration Identity diffusion- an apathetic state characterized by a lack of both exploration and commitment. Professional Implications Though I may have some bias because of my background with youth ministry and the impact that it has had on my life, I was able to recognize from my observations that even without religion at the heart of it, involvement in an extracurricular of some form, whether that be a sport’s team, debate team, or drama club will help students to develop good social, emotional, and moral development. These groups provide strong coregulation for these students, allowing them to explore who their talents, skills, desires, and dreams without getting involved in risky behavior that would do them harm. As a teacher I will not be able to teach lessons straight out of the Bible, but I can still guide my students with good principles and morals in order to help them to build those for themselves. Extracurricular activities are a great way for students to feel as if they are a part of a community. These positive influence can help these students to stay on the path to success. Professional Implications Though I may have some bias because of my background with youth ministry and the impact that it has had on my life, I was able to recognize from my observations that even without religion at the heart of it, involvement in an extracurricular of some form, whether that be a sport’s team, debate team, or drama club will help students to develop good social, emotional, and moral development. These groups provide strong coregulation for these students, allowing them to explore who their talents, skills, desires, and dreams without getting involved in risky behavior that would do them harm. As a teacher I will not be able to teach lessons straight out of the Bible, but I can still guide my students with good principles and morals in order to help them to build those for themselves. Extracurricular activities are a great way for students to feel as if they are a part of a community. These positive influence can help these students to stay on the path to success.