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Given partnerships between churches and communities seldom exist; Ivanhoe implemented a teaching/learning context in partnership with other institutions to equip youth to deal with social, economic and spiritual challenges threatening their well-being and productivity. A qualitative approach using participatory observation, surveys, journaling, and spiritual formation lessons and activities was utilized. The hypothesis states that spiritually empowered youth internalize God's love and develop spiritual discipline and self-control needed to transcend and transform racial, social, and economic constraints. 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The staying power, or shelf life, of these experiences has been explored through the use of questionnaires, interviews, and focus groups. The manner in which these experiences are intentionally lodged and preserved in memory indicate that individuals' Missions of Peace have continued to have an impact on them long after their active participation or engagement in the trip or with their fellow participants."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["United Theological Seminary"],"member_of_collection_ids_ssim":["f0f9c284-37b6-440c-96ab-39e6509e82ee"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791129894337380352,"timestamp":"2024-02-17T07:22:57.577Z","score":1.0},{"system_create_dtsi":"2023-10-12T10:28:21Z","system_modified_dtsi":"2024-02-17T07:34:56Z","has_model_ssim":["Etd"],"id":"4462f578-456e-4ad7-abe3-22d3e7e15545","accessControl_ssim":["644bdcc2-76b4-4a35-b112-3f55bb09732f"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["Toward an adolescent leadership development curriculum in the evangelical church"],"date_uploaded_dtsi":"2023-10-12T10:28:20Z","date_modified_dtsi":"2024-02-17T00:07:03Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["8b501ed9-0501-4715-9499-84e788ca52b0"],"hasLease_ssim":["1ab87c5d-fc67-4d77-8529-6a82368a2b62"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Gordon-Conwell Theological Seminary"],"advisor_tesim":["Steven W Klipowicz"],"year_tesim":["2005"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["David D Coryell"],"publisher_tesim":["Gordon-Conwell Theological Seminary"],"subject_tesim":["Leadership--Religious aspects--Christianity","Christian education--Teaching methods","Youth--Religious life","Church work with youth","Adolescent psychology"],"language_tesim":["English"],"abstract_tesim":["The purpose of this research was to gain an understanding of adolescent leadership development in the evangelical church.  The research focused on studying adolescent development, leadership, learning styles, and curricular design through analyzing four curricula currently in use with adolescents.  The research was evaluative in nature.  Data were collected through sixty-minute phone interviews and by developing an evaluative grid from literary research.  The grid provided a consistent process to analyze the curricula.  Leadership with adolescents is either strongly emphasized or ignored in the evangelical Christian church.  Teens are seen as a resource and should be placed in positions to make an impact today, according to the collected data.  A strong philosophical base of adolescent development theory, leadership theory, or learning styles theory did not exist in the models. All the approaches incorporated theoretical pieces within the areas of study. There was a lack of consideration for teen maturation needs when presenting the information.  Social support was not integrated into the fiber of the programs.  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