@article{silliman_edwards_johnson_2020, title={Long-term effects of youth work internship: The Project Youth Extension Service approach}, volume={119}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2020.105436}, abstractNote={A mixed-methods evaluation research study found that up to six years after engaging in a youth work internship, young adults (N = 54) continued to regard that training and experience (T&E) as highly important for their current work. Over 60% of respondents rated internship T&E as important or extremely important for performance on 36 of 40 competencies targeted. Competencies most valued are also critical to effectiveness in high-intensity, high-demand settings, including composure under stress, adapting to change, sustaining a positive approach. Respondents also offered their retrospective views affirming the importance of T&E for performance during internships. Recent (1–2 year alumni) and past (3–6 year alumni) interns’ views of training effects were equally positive. Qualitative comments identified personal competencies (organization, confidence) as well as professional competencies (leadership, programming skills, communication) and career direction as significant benefits. Implications for practice, research, and policy are discussed.}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Silliman, Benjamin and Edwards, Harriett C. and Johnson, James C.}, year={2020}, month={Dec} }
 @article{silliman_edwards_johnson_2020, title={Preparing Capable Youth Workers: The Project Youth Extension Service Approach}, volume={15}, ISSN={["2325-4017"]}, DOI={10.5195/jyd.2020.824}, abstractNote={The Project Youth Extension Service (YES!) college student internship integrates pre-service training on youth worker competencies with a year or more of practice experience in leading positive youth development programs for military youth impacted by the military deployment process. For nearly a decade, interns have reported significant improvement in 37 behavioral competencies, with 24 indicators improving .50 or more on a 5-point scale. Areas of greatest growth include practices critical to youth worker effectiveness and program quality: self-regulation, interaction, and adaptation in high-intensity settings. Qualitative comments indicate growth in personal maturity (e.g., composure, flexibility, openness to feedback) as well as professional growth (e.g., listening, organization, presentation, teamwork), and empathy for youth and families under stress. Intern growth was also observed by trainers and mentors. Program feedback from youth and event coordinators was consistently positive. Interns also benefited from working with a career mentor. Blended online and on-site training, episodic scheduling, and scaffolded leadership offer effective and efficient methods for programming and professional development. Findings point to the value of intensive and extended training focused on experiential learning, critical reflection, and mentoring, together with background knowledge on military culture, military family life, and youth development. The program model, full results, conclusions, recommendations for practice, and opportunities for improvement are discussed.}, number={1}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Silliman, Benjamin and Edwards, Harriett C. and Johnson, James C.}, year={2020}, pages={122–149} }
 @misc{arnold_silliman_2017, title={From Theory to Practice: A Critical Review of Positive Youth Development Program Frameworks}, volume={12}, ISSN={["2325-4017"]}, DOI={10.5195/jyd.2017.17}, abstractNote={Many positive youth development (PYD) programs are based on a particular PYD framework as a method for describing the program’s intention and expected outcomes. This paper presents a critical review of eight select program frameworks that are commonly used to describe PYD programs. The review reveals considerable variation in the science supporting these frameworks, with corresponding variability in their programmatic application. To account for this variation, the frameworks were grouped into three categories based on the science and context in which they were developed. After a review of the historical and organizational context for the need and use of program frameworks, we present brief reviews of the frameworks, then close by discussing implications for practice, research, and policy.}, number={2}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Arnold, Mary Elizabeth and Silliman, Ben}, year={2017}, pages={1–20} }
 @book{silliman_2014, title={E-Basics online training in program evaluation for youth professionals}, institution={National 4-H Council via Noyce Foundation.}, author={Silliman, B.}, year={2014} }
 @article{silliman_schumm_2013, title={Youth Program Quality Survey: Youth Assessment of Program Quality}, volume={49}, ISSN={0149-4929 1540-9635}, url={http://dx.doi.org/10.1080/01494929.2013.803010}, DOI={10.1080/01494929.2013.803010}, abstractNote={The Youth Program Quality survey, a 24-item survey of youth participant perceptions of program quality, based on program elements identified by the National Research Council (NRC) and Institute of Medicine, was developed and piloted with 614 younger teens (ages 10–13 years) and 486 older teens (ages 14–17 years) who attended 4-H camps and conferences. Evidence is presented for content and construct validity. In addition, the overall instrument demonstrated high reliability, as measured by Cronbach's alpha, generally ranging from .70 to .96, and moderate subscale reliability of .60 or higher on four factors in the younger sample (α=.60 or higher on four factors in the older sample). Results are discussed in terms of goodness of fit to the National Research Council model, the significance of youth voice in assessment of program quality, developmental differences in perceptions of quality, and programming design. Recommendations are offered for practice, research, and policy.}, number={7}, journal={Marriage & Family Review}, publisher={Informa UK Limited}, author={Silliman, Benjamin and Schumm, Walter R.}, year={2013}, month={Oct}, pages={647–670} }
 @article{silliman_guin_2012, title={Tracking Evaluation Capacity with Youth Professionals}, volume={7}, ISSN={2325-4017 2325-4009}, url={http://dx.doi.org/10.5195/jyd.2012.150}, DOI={10.5195/jyd.2012.150}, abstractNote={A pilot program mentoring youth professionals through “learning-by-doing” projects yielded consistent increases in evaluation knowledge and skills over three years. Self-assessed skill improvements were greatest for preparatory processes (planning, focusing, design, selecting methods) and reporting competencies that are more often emphasized in organizational evaluation requirements. Smaller increases in data collection and analysis skills were also perceived by participating youth professionals. Focus groups with each of six evaluation “learning circle” groups revealed benefits of participation in the evaluation “learning circle,” as well as needs for evaluation training and tools, and challenges faced within the organizational culture.}, number={1}, journal={Journal of Youth Development}, publisher={University Library System, University of Pittsburgh}, author={Silliman, Ben and Guin, Autumn}, year={2012}, month={Mar}, pages={24–34} }
 @article{silliman_shutt_2010, title={Weaving Evaluation into the Fabric of Youth Development}, volume={5}, ISSN={2325-4017 2325-4009}, url={http://dx.doi.org/10.5195/jyd.2010.207}, DOI={10.5195/jyd.2010.207}, abstractNote={An Empowerment Evaluation process served to engage staff and campers and foster integration of authentic assessment methods into youth camp programming over a three-year period. Key elements to the process included program planning, staff training, timing and balance of action and reflection activities, data collection and management. Camp staff involved for 2-3 years reported improved focus and staff who served in the third year achieved mastery in communication, leadership, teaching, and management skills. A purposive sample of three different camp venues evaluated in Year 3 indicated that campers improved significantly in outdoor and life skills. Over 70% felt safe, supported, and enabled to build skills. Implications for practice, research, and policy are discussed.}, number={3}, journal={Journal of Youth Development}, publisher={University Library System, University of Pittsburgh}, author={Silliman, Ben and Shutt, Gene}, year={2010}, month={Sep}, pages={28–42} }
 @article{silliman_2009, title={Youth Views of Experiences and Benefits of Public Speaking}, volume={4}, ISSN={2325-4017 2325-4009}, url={http://dx.doi.org/10.5195/jyd.2009.266}, DOI={10.5195/jyd.2009.266}, abstractNote={Ninety-eight youth participants, ages 9-17, involved in a public speaking event reported that preparation and presentation of a 5-12 minute demonstration or illustrated talk improved confidence, knowledge of a selected topic and skills in communicating, goal setting, organizing, working with others, and doing research. Positive benefits were reported from first-year as well as multi-year participants. Most youth surveyed indicated that they participated by choice and received adequate assistance in preparation for speaking. Similar results were found for a smaller group (N = 20) involved in a non-competitive performing arts event. A randomly-selected group (N = 37) interviewed about the extended effects of public speaking revealed that the experience helped them in school presentations, community leadership, and more in-depth involvement in specific topic areas. Implications of results for youth programming and engaging wider audiences of youth are discussed.}, number={2}, journal={Journal of Youth Development}, publisher={University Library System, University of Pittsburgh}, author={Silliman, Ben}, year={2009}, month={Jun}, pages={85–94} }
 @misc{lawler_aukema_grant_halpern_kareiva_nelson_ohleth_olden_schlaepfer_silliman_et al._2006, title={Conservation science: a 20-year report card}, volume={4}, ISSN={["1540-9309"]}, DOI={10.1890/1540-9295(2006)4[473:csayrc]2.0.co;2}, abstractNote={We conducted an intensive review of conservation science to find out whether the field has tracked priorities over the past 20 years. A total of 628 papers from the literature, for the years 1984, 1994, and 2004, were surveyed. For each paper, we recorded where conservation research was done and what was studied. We found geographic gaps in conservation research, with marine, tundra, and desert biomes being studied less than other systems. We also found taxonomic gaps, with amphibians being understudied as compared to other, less threatened, taxonomic groups. Finally, we discovered that studies of invasive species are still lacking, despite the magnitude of the threat they pose to global biodiversity. Although there was a weak trend towards filling these gaps between 1984 and 2004, progress has been slow. To be more effective, the research community must quickly redirect research to better match conservation priorities.}, number={9}, journal={FRONTIERS IN ECOLOGY AND THE ENVIRONMENT}, author={Lawler, Joshua J. and Aukema, Juliann E. and Grant, Jacqualine B. and Halpern, Benjamin S. and Kareiva, Peter and Nelson, Cara R. and Ohleth, Kris and Olden, Julian D. and Schlaepfer, Martin A. and Silliman, Brian R. and et al.}, year={2006}, month={Nov}, pages={473–480} }
 @article{silliman_schumm_2004, title={Adolescents' perceptions of marriage and premarital couples education}, volume={53}, ISSN={["1741-3729"]}, DOI={10.1111/j.0197-6664.2004.00060.x}, abstractNote={Adolescents in rural and small city high schools in the western United States (N = 159) reported their perceptions of marriage and marriage education. They considered preparation for marriage important, but expressed lower familiarity with and lower intentions to attend programs than college students assessed previously. Youth valued parents, peers, volunteer couples, and personal experience as sources of information on marriage and were most interested in a brief, low‐cost program led by a volunteer couple that focused on communication and conflict‐resolution skills and issues. Youth attitudes toward and expectations of marriage reflected some realistic but many unrealistic expectations, consistent with their developmental stage. Implications for programming, research, and policy are discussed.}, number={5}, journal={FAMILY RELATIONS}, author={Silliman, B and Schumm, WR}, year={2004}, month={Oct}, pages={513–520} }
 @article{silliman_2004, title={Key issues in the practice of youth development}, volume={53}, ISSN={["1741-3729"]}, DOI={10.1111/j.1741-3729.2004.00003.x}, abstractNote={ Three significant trends in youth development practice are discussed: movement toward consensus in models guiding practice, movement toward science‐based practice, and increasing resources available to practitioners. Consensus on an ecological framework for risk reduction and competence building among advocates for prevention, resilience, and developmental paradigms improves selection of appropriate strategies for all youth audiences, as does research‐based evidence on effective programs. Practitioners enjoy an increasing number of print and Internet resources for information, curriculum, program evaluation and improvement, and professional training. Continued improvements in programming and research can significantly enhance existing programs and related areas, but cuts in funding for program sustainability and expansion to all cultural groups represent a major threat to youth development. }, number={1}, journal={FAMILY RELATIONS}, author={Silliman, B}, year={2004}, month={Jan}, pages={12–16} }
 @article{silliman_2003, title={Building healthy marriages through early and extended outreach with youth}, volume={31}, ISSN={["2328-1162"]}, DOI={10.1177/009164710303100311}, abstractNote={ This article presents a case for faith communities to strengthen efforts to build healthy marriages during teen years through an ecological approach using individual, social network, organizational and community strategies. Community-based marriage preparation programs for engaged couples are effective in reducing divorce and distress in the early years of marriage. Extending these commitment- and skill-training efforts into teen years and linking them to positive youth development programs might increase these benefits, especially for high-risk couples. In addition, faith communities are critical catalysts in fostering support and training networks, community policy and outreach that can promote more positive environments for marriages and families. This article presents a model and suggests strategies to support early and extended outreach to build healthy marriages. }, number={3}, journal={JOURNAL OF PSYCHOLOGY AND THEOLOGY}, author={Silliman, B}, year={2003}, pages={270–281} }
 @article{silliman_schumm_2002, title={Evaluating the AWARE Inventory as a measure of relationship factors among a sample of high school students}, volume={91}, ISSN={["0033-2941"]}, DOI={10.2466/PR0.91.6.480-484}, number={2}, journal={PSYCHOLOGICAL REPORTS}, author={Silliman, B and Schumm, WR}, year={2002}, month={Oct}, pages={480–484} }
 @article{evans_marte_betts_silliman_2001, title={Adolescent suicide risk and peer-related violent behaviors and victimization}, volume={16}, ISSN={["1552-6518"]}, DOI={10.1177/088626001016012006}, abstractNote={This exploratory study seeks to better understand the link between peer-related violence (perpetration and victimization) and suicide risk among youth. The study uses data gathered from Arizona, Nevada, and Wyoming, where the highest rates of adolescent suicide in the United States are found. The data derive from in-school surveys of eighth-grade students conducted during 1998 and 1999. Higher levels of reported suicide risk were prominent among the multiethnic, urban, and female respondents. Male and female respondents who perpetrated violence by initiating fights, threatening to use weapons, and using weapons to assault others were more likely to be classified in the high-risk suicide group than those who did not. General results were similar for victims and those witnessing violence. Implications for prevention programming and future research are discussed.}, number={12}, journal={JOURNAL OF INTERPERSONAL VIOLENCE}, author={Evans, WP and Marte, RM and Betts, S and Silliman, B}, year={2001}, month={Dec}, pages={1330–1348} }