Perceived influence of Scouting on personal development (PDF)

Perceived influence of Scouting on personal development, skills and future prospects Kairi Kasearu, Sirje Otstavel, Tiia-Triin Truusa University of Tartu, Institute of Social Studies 2020 ISBN 978-9985-4-1234-3 (pdf)  2 This report deascribes a study on the influence of the Scouting movement undertaken by the Univer- sity of Tartu’s Institute of Social Studies in cooper- ation with the Estonian Scout Association. The idea of analysing to what extent the scouting movement with its more than 100 years of traditions has influ- enced and guided the development of youth in Es- tonia had been in the planning for many years. It became a reality this year, when the current Esto- nian Scouting organization celebrates its 25th anni- versary. The findings are a valuable interim sum- mary of the last quarter century of activities but also serve as useful input for preparation of the Es- tonian Scouting organization’s next development plan. In today’s society, evidence-based research is an important underpinning for planning different ac- tivities and programmes in all walks of life, includ- ing youth work. It is one of the principles that runs through the recently competed draft of the Esto- nian Youth Field development plan for 2021–2035. The Estonian Scout Association is probably one of the first youth organizations in Estonia where the organization’s influence is evaluated in conjunction with researchers. We modelled our study on previ- ously conducted research on the influence of scouting in the UK and US as well as on research commissioned by the World Organization of the Scouting Movement. They have proved the positive influence of Scouting on youth development. In this report, you will also find a brief summary of previ- ous research related to assessing the influence of Scouting: this is a source of interesting information and gives more insight into significance of Scouting around the world. The following four quotations from participants provide an answer to the central question of this study – how young people see the meaning of Scouting and the experience of being a part of a scout organization in their life – and insight into the characteristics of the influence and nature of the movement: It’s important that I can be myself. (Scout) To be part of something bigger that changes the world! (Venture Scout) It’s now easier to deal with things outside of the comfort zone. (Rover) The opportunity to directly contribute to making the world a better place. (Scout Leader) Stanford University professor Milbrey McLaughlin has treated the influence of participation in youth organizations on youth development. She has writ- ten that youth organizations that are able to offer young people long-term extracurricular leisure time programmes with goals that are educational in the broadest sense and are led by adult supervi- sors have all of the preconditions for creating pos- itive change in the young person’s development. Participation in the activities of such youth organi- zations is especially important for youths who are growing up in families with limited financial means or in poverty, or troubled homes. The impetus for this study was the following ques- tion: does a Scouting organization whose pro- gramme of activities is based on a methodological approach that provides multifaceted support for a young person’s development also fulfil its goal in reality. It is a pleasure for us to be able to say that the study results do bear out the multifaceted pos- itive influence of Scouting on a young person’s de- velopment. We learned that Scouting shapes an  3 active attitude to life, promotes and intensifies the formation and stability of social connections, in some cases leading to lifelong friendships and so- cial support networks. Also important is the fact that participation in Scouting develops cooperation and functional interaction with others, contributing to various community activities, broadening the understanding of the world and opening up possi- bilities for finding one’s place and realizing one’s potential in future. Approximately nine of 10 participants in the survey said they agreed or agreed completely with the statement that thanks to being a Scout, they devel- oped skills that would be useful later in life. They also associate Scouting with greater self-confi- dence and happiness. It emerged that the Scouts view the influence of Scouting in largely the same ways as their parents. Almost all of the parents said they agreed with the statement that thanks to being a Scout, their child has developed skills that will be useful to them in future. The parents also found that children are more self-confident, willing to help out, happier and more tolerant as a result of being involved in Scouting. These are results should be encouraging and re- warding for every Scouting leader who organizes Scouting activities for youths. They also confirm that this century-old movement with more than 50 million members worldwide is relevant and current in Estonia today as well. We would like to express our heartfelt thanks to the study personnel from the University of Tartu, with whom we enjoyed an excellent working relation- ship. A big thank-you also goes out to the Estonian Scout Association’s volunteer leaders, staff, youth and the parents who helped us to conduct the study. We would also gratefully acknowledge our good partner in cooperation, the Ministry of Educa- tion and Research, whose allocation of youth asso- ciation funding to the Estonian Scout Association made the study possible. Kristjan Pomm Estonian Scout Association side study coordinator, volunteer Scout Leader  4 The participation, level of activity and well-being of youth are important issues in today’s Estonia. The activities of youth organizations are important in light of the abovementioned issues. Scouting has long traditions both around the world and in Esto- nia. An important part of the Scouting movement is the organized participation of youth volunteers in var- ious community activities. It is a part of values- based education, which develops a sense of re- sponsibility, solidarity with the community and be- ing an active member of society starting from early youth. The objective of multifaceted educational programmes is to offer youths the chance to be physically active, learn new skills for lifelong ap- plication; to become self-confident and find their future place in society. Young people are encour- aged to try out new activities, learn on their own independent of success in the classroom, discover self-confidence, instil values, develop capability for teamwork and leadership skills, respect for others, among other qualities. Learning takes place through diverse and inclusive programmes. The planned activities are appealing, require effort, of- ten take place outdoors, and necessitate active participation, cooperation between participants, taking of responsibility and making of decisions. Regular meetings, hikes and camps under adult supervision build potential for development and reinforcement of different skills, friendships, self- confidence and optimism about the future. In 2018, the World Organization of the Scouting Movement conducted a pilot study entitled Meas- uring Scouting’s Impact on the Development of Young People, in which 14-17-year-old Scouts from Kenya, Singapore and Britain took part. A total of 2685 Scouts took part in the study. The comparison group consisted of 936 youths of the same age who had never been involved in Scouting. The results showed that Scouts could be distinguished from their peers positively in terms of physical activity level, civic activity and skills necessary on the job market. The results of the Study on the Impact on Non-for- mal Education in Youth Organisations on Young People’s Employability, commissioned by the Euro- pean Youth Forum in 2012, show that in general em- ployers have a high appreciation for social skills acquired by youths through participating in youth organizations’ activities. Communication, planning and organizational skills, teamwork experiences,  5 self-confidence and autonomy are qualities held in high regard. To sum up, it can be said that studies conducted in different countries demonstrate that Scouting has a long-term positive influence on the individual’s well-being and success well as on the effective- ness of functioning in society. Under the aegis of the Estonian Scout Association, the University of Tartu’s Institute of Social Studies carried out the study. Six focus group interviews were conducted and a questionnaire administered in the period from October 2019 to April 2020. A to- tal of 193 respondents involved in Scouting took part in the questionnaire. Of these, 46 were Scout Leaders (“Scout Leaders”), 31 were Rovers (young adults aged 18-26), 31 were Venture Scouts (teens aged 15-17) and 85 were 11-14-year-olds, referred to as just “Scouts”. In addition, parents were sur- veyed separately – 130 parents took part in the study. Cub Scouts – children aged 6-10 – were not involved in this study. The objective of the study was to determine how youths and adults involved in Scouting see and as- cribe meaning to Scouting in their own lives, and to understand to what extent and which values, opin- ions and attitudes are widespread about Scouting among Scouts, Ventures, Rovers, Scout Leaders and parents. The following questions for study were postulated: 1. What is the level of youth satisfaction with Scouting? 2. How did youths find their way to Scouting? 3. How do youths see Scouting’s role in their eve- ryday lives? 4. What do youths see as Scouting’s influence on their life and personal development? 5. What is the long-term view of the importance of Scouting? 6. To what extent does Scouting shape the later life course and youths’ ability to be successful in their everyday activities? Main results Participation activity and satisfaction with Scouting Thirty-six per cent of all respondents take part in Scouting events at least once every two weeks. One-fifth of respondents take part once a month and 11% take part less than once a month. Forty-six respondents (24%) take part in activities once every three to six months on average and 15 re- spondents noted that they take place less often than that. The enjoyability of the events for the participants does not depend on the frequency of participation. The average satisfaction rating given by those par- ticipating once a week is 8.3 points and those par- ticipating once every 3-6 months is 8.5 points. Study participants are satisfied with various as- pects of Scouting. events, Scout Leaders, peers, being a scot and organizing of camps. the average ratings are clearly over 8 on a 10-point scale. Close to nine of ten respondents agree or agree completely with the statement that thanks to being a Scout, they have developed skills that benefit them in life. Scouting is also associated with greater self-confidence and happiness. Comparing Scouts in Estonia and the UK, we see that readiness to recommend Scouting to their friends is about the same. The recommendation in- dex among Scouts in Estonia is 47%, compared to 52% in the UK. As expected, the recommendation index is highest among Scout Leaders – 73%, which confirms major commitment and motivation of Scout Leaders to contribute to the development of the organization. Two-thirds of Scouts and Ventures see themselves continuing to be involved in Scouting as adults. Cluster analysis was used to sort participants in the study into three groups on the basis of their so- cial skills and personality traits: (1) socially expe- rienced leaders with leadership ambition and ca- pability; (2) reticent middle of the pack; (3) insecure  6 people aspiring to gain social skills. It became evi- dent that Rovers and Scout Leaders are likely to belong to the first group. Rovers and Scout Leaders are characterized by good leadership skills, which may stem from life experience and the fact that youths with better leadership capability remain connected with the Scouting movement for a longer term and develop into future Scout Leaders. Who are the youths involved in Scouting? In Estonia, these are young people who are rela- tively self-confident, consider it important to be in- volved in wholesome activities, are orientated to achieving the best result and are proud of their ac- complishments. Teamwork is also valued; they are confident in their abilities to provide assistance in the case of physical injury and they are more self- confident in their future outlook and in finding work and career opportunities. Thus, it may be presumed that similarly to the study comparing Scouts and non-Scouts in the UK, Scouts in Estonia are also better prepared for teamwork and rate the exist- ence of skills needed in life higher than do non- Scouts. “The spirit of Scouting” – placing value on the core principles of Scouting – is a characteristic of youths involved in Scouting. The elements empha- sized in the spirit of Scouting include general hu- manistic values such as tolerance, openness and flexibility, honouring relationships and ties, respect for others, striving for a more just and better soci- ety and awareness of the environment and sur- roundings. These principles are an important foun- dation for social skills, teamwork and participating in dialogue in society in adulthood. The Scouts and Ventures who participated in the study are free of prejudices toward people of dif- ferent skin colour, language and ethnicity. Close to 90% of youths exemplify a tolerant worldview, this being a much higher indicator than previous stud- ies conducted among school-age youth in Estonia have found. Scouts value the natural environment, they enjoy spending time in nature, they have an appreciation for the impact of their actions on the surrounding natural environment, while learning amidst and from nature and doing good for the environment A comparative study conducted in the UK among Scouts and non-Scouts showed that Scouts tend to put greater value on the natural environment than do non-Scouts. A similar distinction could be ex- pected in Estonia, especially as regards urban youths. Youths involved in Scouting are active participants in extracurricular activity – 90% have some other hobby or leisure time activity besides Scouting. In 2017/2018, 46% of all children aged 7-16 took part in hobby schools and close to one-half of students participated in extracurricular activities in general education schools, so this shows that youth in- volved in Scouting are more active and more likely to pursue self-development through extracurricu- lar activity. Youths involved in Scouting are more successful than non-Scouts in establishing and maintaining supportive friendships. Perceptions of support from friends are higher among Scouts than among schoolchildren overall. Namely, 74% of Scouts per- ceive high support from friends, compared to 59% of all schoolchildren. The focus groups pointed up that the supportive and calm environment of Scouting has served as an important factor in developing the sense of se- curity and being valued that is important for youths. Respondents in Russian-speaking groups noted in comparison that a positive atmosphere in the scout troop varied greatly from their relation- ships with classmates; in Scouting, relations are more amicable and mutually respectful. In the Es- tonian-language groups, a number of respondents who had previously been poor communicators or shy, not particularly popular among their peers or had fallen in with bad company, said that upon join- ing Scouting they had found it to be a very support- ive and friendly environment. Such an environ- ment, they said, allowed them to feel secure, de- velop communication skills and a feeling of self- worth.  7 For younger Scouts, contacts with friendly and supportive adult Scouts in camps and on hikes were also an important source of a feeling of soli- darity. Young people perceive that they are treated with care and respect by adults and relationships lack a hierarchy and judgment, which youth say is a positive characteristic of Scouting compared to everyday life at school. Scouts did not stand out from their peers in general in terms of screen time; while the physical activity level of Scouts and Ventures is somewhat higher than the general level for school-age youth in Es- tonia. In 2018, 70% of school-age youth engaged in intense physical activity in their free time at least two times a week1, but the corresponding percent- age for Scouts was 80%. Among Scouts of voting age, 79% turned out to vote in local elections while overall turnout among teens aged 16 and 17 was 59%. Thus, Scouts are sig- nificantly more socially active; they also view Es- tonia’s compulsory military service for young men more positively. Parents’ views on participation of youth in Scouting Parents highlight that their children became in- volved in Scouting mainly through personal con- tacts: the recommendation of a friend or acquaint- ance or an introductory event held at school. Thus, it appears it is possible to increase membership above all through direct contacts, and there are few who joined the organization based on infor- mation from the website or media channels. Parents themselves are satisfied with various fac- ets of Scouting, the average rating being between 8.6 and 9. Satisfaction is greatest with the child's Scout leader and the skills taught in the course of Scouting. An entire 97% of parents agree with the statement that thanks to being a Scout, their child has 1 Oja L, Piksoot J, Aasvee K, et al. (2019). Eesti kooliopilaste tervisekaitumine. 2017/2018. õppeaasta uuringu raport. Tal- linn: National Institute for Health Development. 2 Noorte valdkonna arengukava 2021-2035. developed skills that will be of use in future. They also feel that children are more self-confident, more willing to help out, happier and more tolerant. Parents say that thanks to joining the Scouts, the child has experienced: (1) development of their per- sonality; (2) improvement of social skills; (3) acqui- sition of practical skills; and (4) increased shared family activities. Scouting is a lifetime commitment and lifestyle; for many it is a family tradition and the whole family is involved in different activities. At the same time, such a great dedication is a double-edged sword. On one hand, it increases family cohesiveness and gives an opportunity for shared activities, but es- pecially among Scout Leaders and parents, the question arose of overscheduling in connection with volunteering and the organization’s sustaina- bility. To sum up, the study results confirm that the teens and young adults and parents highlight the skills and competences that Scouting helps to develop, which correspond in every way to modern ap- proaches to youth development needs and skills on the future job market. One of the points of depar- ture for the drafting of the Youth Field development plan for 2021-2035 in Estonia2 was a vision docu- ment prepared by an expert group, which also cited the universal Future Work Skills3 laid out by the Phoenix University Institute for the Future. Placed in this context, it can be said that participation in Scouting kindles creativity and adaptive abilities in youth, it develops transdisciplinarity, critical facul- ties and abilities to plan activities in a goal-ori- ented way and communicate (design mindset). The influence of participation in Scouting on the devel- opment of youths’ social intelligence can certainly be highlighted, which facilitates the development of cooperation with others, and also the develop- ment of cross-cultural competency, which is es- sential in a globalizing world. Scouting is seen as 3 Davies, A., Fidler, D., Gorbis. M. (2011). “Future Work Skills 2020.” IFTF & Apollo Research Institute.(Palo Alto: Ins- titute for the Future for University of Phoenix Research Ins- titute, 2011), 1. https://www.iftf.org/uploads/media/SR- 1382A_UPRI_future_work_skills_sm.pdf  8 having considerable influence on self-develop- ment, self-efficacy and acquisition of the neces- sary knowledge and skills that are beneficial later in life. The experiences acquired through Scouting are also held in high regard, starting from practical skills (such as navigating in a forest) to social skills (tolerance, self-control etc.) .  9 FOREWORD ………………………………………………………………………………………………………………………………………………………………………… 2 SUMMARY…………………………………………………………………………………………………………………………………………………………………………… 4 INTRODUCTION ................................................................................................................................................................................. 11 BACKGROUND ................................................................................................................................................................................. 13 Youths, role of youth organizations, the Scouting movement and its influence in today’s society .................. 13 1.1 Youths and youth organizations .................................................................................................................................... 13 1.1.1 Importance of involving disadvantaged youths ................................................................................................ 14 1.1.2 Positive impact of youth organizations .............................................................................................................. 14 1.1.3 Youth development needs ............................................................................................................................................ 15 1.1.4 Youth future skills ...................................................................................................................................................... 15 1.1.5 Youth work studies in Estonia ..................................................................................................................................... 16 1.2 The Scouting movement .................................................................................................................................................. 17 1.2.1 The scope of the Scouting movement ................................................................................................................. 17 1.2.2 The organization’s values and principles .......................................................................................................... 17 1.2.3 Principles of the Scouting programme .............................................................................................................. 18 1.3 Studies on Scouting’s influence on youths ............................................................................................................... 18 1.3.1 The Scouting movement’s short-term influences on youths ..................................................................... 22 1.3.2 Long-term influences of the Scouting movement ........................................................................................ 24 METHODOLOGY .............................................................................................................................................................................. 25 2.1 Questionnaire ............................................................................................................................................................ 25 2.2 Focus group interviews ................................................................................................................................................. 27 FOCUS GROUP STUDY RESULTS ............................................................................................................................................... 29 3.1 How respondents became involved in Scouting .................................................................................................... 29 3.2 The positive and supportive environment of Scouting ........................................................................................ 30 3.3 Close friendships and human relations .................................................................................................................... 31 3.4 Scouting’s multifaceted influence on youths’ personal development ........................................................... 32 3.5 Skills and competences acquired by Scouts .......................................................................................................... 34  10 3.6 Social development ......................................................................................................................................................... 35 3.7 Development of personal skills .................................................................................................................................. 35 3.8 The (broader) meaning of Scouting ........................................................................................................................... 36 RESULTS OF THE QUESTIONNAIRE .......................................................................................................................................... 38 4.1 Satisfaction with Scouting and plans to continue in the movement .............................................................. 38 4.2 Participation activity level and enjoyment of events .......................................................................................... 45 4.3 Participation in other organizations and extracurricular activities .............................................................. 46 4.4 Physical activity and health awareness .................................................................................................................. 47 4.5 Environmental awareness ............................................................................................................................................ 48 4.6 Personality traits and social skills ............................................................................................................................ 49 4.7 Participation in teamwork and skills ........................................................................................................................ 53 4.8 Friendships ........................................................................................................................................................................ 54 4.10 Tolerance .......................................................................................................................................................................... 55 4.10 Success at school .......................................................................................................................................................... 56 4.11 Leisure time activities ................................................................................................................................................... 56 4.12Political activity and readiness to contribute to national defence ................................................................. 57 4.13Perceived influence of Scouting ................................................................................................................................. 58 PARENTS’ VIEWS OF SCOUTING ................................................................................................................................................ 62 5.1 How children joined the Scouting movement ......................................................................................................... 62 5.2 Children’s participation activity level ....................................................................................................................... 63 5.3 Satisfaction with Scouting and perceived influence of Scouting on children............................................. 63 CONCLUSION ...................................................................................................................................................................................67 REFERENCES .................................................................................................................................................................................. 70  11 In a rapidly changing society, it may be hard for younger people to find their own path and goal. In- creasing emphasis has been placed on youth work and youth organizations in getting youth involved and increasing their level of engagement in deci- sion making processes on different levels and in- creasing well-being and supporting their matura- tion process. Studies conducted in Estonia have analysed in- volvement and participation of youths in decision- making processes4, various opportunities for youths, such in rural areas5 or when starting inde- pendent life after living in a substitute home6. In addition, a number of studies related to risk behav- iour and health have been conducted78. 4Aksen, M.; Kiisel, M.; Saarsen, K.; Koppel, H.; Jaanits, J.; Tammsaar, H.; Rajaveer, L.; Narusson, D.; Trumm, E. (2018). Noorte osalus otsustusprotsessides: lõpparuanne: January 2018. University of Tartu: Centre for Applied Social Scien- ces 5 Mõtte, M.; Runnel, M. I.; Lillemets, J. (2016). Maapiirkond noorte elu- ja ettevõtluskeskkonnana / University of Life Sciences, Institute of Economics and Social Sciences. 6 Osila, L.; Turk, P.; Piirits, M.; Biin, H.; Masso, M.; Anniste, K. (2016). Asendushoolduselt elluastuvate noorte uuring. Po- liitikauuringute Keskus PRAXIS Extracurricular activity and hobby education can be highlighted as a separate field. Espenberg et al9 studied the motivations for partic- ipation in youth work and they identified as one of their main conclusions the broad-based nature of qualities and factors that support participation in youth work – starting from personality traits and social identity to upbringing at home and socioec- onomic background. Lack of opportunities, low self-confidence and initiative, criticism, unaes- thetic environment, lack of fit with other children, and the low need for the skills and experiences of- fered all curtail participation. Youths’ own active capacity is also important for applying in adulthood the skills and competencies acquire through par- ticipation in youth work (Espenberg et al 2018: 74). 7 Lõhmus, L.; Rüütel, K.; Lemsalu, L. (2016). HIVi temaatikaga seotud teadmised, hoiakud ja käitumine Eesti noorte hul- gas: uuringuraport 2015. National Institute for Health Deve- lopment 8 Oja L, Piksoot J, Aasvee K, et al. (2019) Eesti kooliopilaste tervisekaitumine. 2017/2018. oppeaasta uuringu raport. Tal- linn: National Institute for Health Development. 9 Espenberg, K.; Kiisel, M.; Saarsen, K.; Jaanits, J.; Rajaveer, L.; Nõmmela, K.; Aksen, M. (2018). 19–26-aastaste noorte noor- sootöös osalemise motivatsioon: final report / University of Tartu, Centre for Applied Social Sciences (RAKE).  12 Pursuant to the Estonian Youth Work Act, the ob- jective of youth work is “the creation of conditions to promote the diverse development of young per- sons which enable them to be active outside their families, formal education acquired within the adult education system, and work on the basis of their free will” (subsection 4 (1)). According to data from the 2017 Eurobarometer youth study, 41% of Estonian youth aged 15-30 took part in the activities of at least one youth-oriented organization (includ- ing sports clubs, youth clubs/associations, cultural organizations, Political and community organiza- tions etc.), which is below the European Union av- erage of 53%.10 Various youth organizations are en- gaged in effectuating the objectives of youth work, including the Estonian Scout Association, which embodies and promotes the principles of Scouting among Estonian youth. This report focuses on determining the influence of Scouting on personal development, skills and their prospects later in life. We will focus on the follow- ing questions for research: 1. What is the level of youth satisfaction with Scouting? 2. How did youths get involved in Scouting? 3. How do youths see Scouting’s role in their eve- ryday lives? 4. What do youths see as Scouting’s influence on their life and personal development? 5. What is the long-term view of the importance of Scouting? 6. To what extent does Scouting shape the later life course and youths’ ability to be successful in their everyday activities? The report gives an overview of the impact of Scouting as evidenced by international studies, creating context for understanding the meaning and role of Scouting in young lives and to support analysis of the results of the study conducted in Estonia. We conducted the study underlying the study in late 2019 and early 2020 in two phases: (1) focus group interviews and (2) survey among 10 Tasuja, M. (2018). Noorte osalus vabaajategevuses ja noor- sootöös. Eesti piirkondlik areng. Noored Eestis. pp. 68-80). Statistics Estonia. Scouts and parents. The study received approval no. 297/T-28 from the Ethics Review Committee on Human Research of the University of Tartu. The objective of the study was to determine how youths and adults involved in Scouting see and ascribe meaning to Scouting in their own lives, and to understand to what extent and which values, opinions and attitudes are widespread about Scouting among Scouts, Ventures, Rovers, Scout Leaders and par- ents. We used the combined methods to realize the ob- jective: we conducted six focus group interviews, two of which were with Russian-speaking youths, and a questionnaire. The invitation to participate in the questionnaire was sent out through scout units and it was possible to complete the survey elec- tronically or in hard copy. A total of 193 respond- ents took part in the study, 85 of whom were Scouts, 31 were Ventures, 31 were Rovers and 46 were Scout Leaders. A total of 131 parents took part. Besides the authors of the report, participants in conductin the study included a bachelor’s student in the Institute of Social Studies, Helena Keskpalu, and two master’s students, Maia Kerman and Denis Larchenko. The Estonian Scout Association-side initiator and coordinator of the study, Kristjan Pomm, made an invaluable contribution to helping hone the focus of the topic, organize the surveys and provide feedback for the report. Avo Trumm edited and laid out the report. The photos in the report are from the Estonian Scout Association archive. Please cite the study report as follows in publica- tions: Kasearu, K., Otstavel, Scouting., Truusa, T.-T. (2020). Scouts in Estonia: Perceived influence of scouting on personal development, skills and fu- ture prospects  13 Youths, role of youth organizations, the Scouting movement and its influence in today’s society 1.1 Youths and youth organizations Today’s youths are growing up in a different world from their parents and grandparents. They have had better opportunities to get a good education, travel and see the world and modern technology gives them tools not available to past generations. Yet they live in a world that is constantly changing fast – not all of the jobs that they will someday per- form exist yet; the society in which they are grow- ing up has deep rifts along religious and worldview lines. One of the core principles of Scouting – promoting social cohesion in communities and society as a whole – is still important today for shaping the at- titudes of members of future society. Development of cooperation skills, respect for differences and development of skills needed in life continue to be 11 Hyde, M., Kidd, T. (2018). Changing Lives, Strengthening Communities. The Scout Association’s 2017 Impact Report. important objectives of the Scouting movement in a fast-changing world11. Youth organizations that are able to offer young people, long-term extracurricular leisure time programmes with goals that are educational in the broadest sense and are led by adult supervisors have all of the preconditions for creating positive change in the young person’s development. Partic- ipation in the activities of such youth organizations is especially important for youths who are growing up in families with limited financial means and in poverty, and troubled homes. 12 12 McLaughlin, M. (2000). Community Counts: How Youth Or- ganizations Matter for Youth Development.  14 1.1.1 Importance of involving disadvan- taged youths Growing up in poverty or other disadvantageous conditions may have a lifelong influence on youth development at the individual and social level: learning difficulties, school dropout, behavioural and emotional problems, greater probability of risk-taking and antisocial behaviour and higher chance of living in poverty in adulthood. It is espe- cially important to involve these youths in activities that are clearly structured and purposeful, are ori- ented to the future and offer important, achievable goals. Finding and making sense of their identity, giving direction to their life, giving back to the com- munity and world can support them in coping with everyday challenges, and they can perceive their existence as having deeper meaning and find po- tential for making progress toward future goals13. Involving youths in such positively oriented pro- grammes also decreases the probability of at-risk youth of being primarily influenced by slightly older peers in the same social group, which would pro- mote problem behaviours and deepening apathy among youths14. About one in five children live in relative poverty in Estonia. Meanwhile, there are significant regional disparities – the number of children in relative pov- erty is highest in the southern counties (Võru, Valga and Põlva counties), and lowest in Tallinn and Tartu15. 1.1.2 Positive impact of youth organiza- tions16 The positive influence of youth organizations whose activities are aimed at involving youths in different activities with an eye to the personal growth of the youths is usually attributed to a com- bination of different factors. 13 Machell, K., Disabato, D., Kashdan, T. (2016). Buffering the Negative Impact of Poverty on Youth: The Power of Pur- pose. Social Indicators Research, 126, 845–861. 14 McBride Murry, V., Berkel, C., Gaylord-Harden, N. Copeland- Linder, N., Nation, M. (2011) Neighborhood Poverty and Today, academic success is considered a primary factor in achieving success in society. Other key knowledge and skills are necessary as well. how to plan future activities for overcoming difficulties, the ability to engage in cooperation with others, and development of self-belief, self-confidence, sense of responsibility, trustworthiness and self- efficacy. At the broadest level, the studies make evident that youths who participate in youth organization activ- ities for a longer period are more optimistic about their future and more self-confident than non-par- ticipating youths – they have future plans, they be- lieve in their abilities to carry out the plans, and they hope to find a job they like in the future. They feel that that they are valuable as people and are more aware of themselves, their abilities and op- portunities. Participation in youth organizations has a notewor- thy effect on young people’s contribution to local communities through volunteering and sense of belonging. Compared to other youths, they are characterized as having a sense of personal re- sponsibility for improving the well-being of their community. As the opposite of youths who are not involved in community action and who as a result feel alienated, youths who are involved wish to convey their positive experiences to other youths and community members. If youth develop such a mindset in the course of a long-term programme, it generally has lifelong staying power. Below are the primary principles that a youth or- ganization’s activity should proceed from to max- imize the positive impact on young people’s multi- faceted development:  studying is at the centre of the activities in the broadest sense – the acquisition of new knowledge, skills and attitudes; Adolescent Development. Journal of Research on Adoles- cence, 21(1), 114-128 15Eesti piirkondlik areng. 2018. Noored Eestis. Statistics Esto- nia, 2019. 16 McLaughlin, M. (2000), Community Counts: How Youth Orga- nizations Matter for Youth Development.  15  involvement and interests of young people are placed front and centre;  adult supervisors value multifaceted skills, talents and interests to make sure all youths are involved;  activities were adapted to the participants’ in- terests and abilities;  adult supervisors should be capable of devot- ing personal attention to the participating youths;  an organization should engage in active public relations about their activities; the best at spreading information are the youth members among other youths;  a programme with a clear goal is of key im- portance for implementing an effective action plan;  dedicated and motivated supervisors who are able to offer diverse knowledge and skills, be a role model as active members of society and give adequate feedback to participating youth about their progress;  existence of a system of recognition and awards. A youth organization that proceeds from these principles may have a very significant impact on young people during their formative period, offer- ing a sense of security, forging of friendships with other youths and adults, the possibility of belong- ing, identity and a second family aside from the one they grew up in. In developing multifaceted skills and knowledge, a further-reaching influence on the young person’s later life course should not be underestimated, such as on establishing social re- lationships, choice of schools and professions, cre- ation of social capital and, in the broader sense, de- veloping members of society with an active outlook on life17. 17McLaughlin, M. (2000), Community Counts: How Youth Orga- nizations Matter for Youth Development. 18Hamilton, Scouting.F., Hamilton, M.A., & Pittman, K. (2004). Principles for Youth Development. In Hamilton Scouting.F. &Hamilton, M.A. (Eds.) The Youth Development Handbook: 1.1.3 Youth development needs18 Human development is today seen as a lifelong process. Bearing in mind the growth of youths, five primary aspects are considered very important and these need to be developed in an age-appropriate manner for the multifaceted development of gen- eral human qualities:  competence refers to knowledge and skills that allow the surrounding environment to be understood and coped in, carry out the planned activities and adapt plans to real-world condi- tions;  self-awareness refers to the capability of planning the correct, essential activities for oneself;  social relationships in general, with adults, peers and younger children;  self-trust refers to a person’s ability to cope with complicated and challenging situations;  contributing refers to people’s desire to pro- ceed in their behaviour and activities not only from their own well-being and goals but also contribute to other people’s well-being. The development of all five of the aspects is inter- related and sum up the objectives set for youth de- velopment. They should be points of departure for planning the activities of every youth organization; and the Scouting movement, which started more than a century ago, is very well aligned with the latest understanding of the principles of youth de- velopment. 1.1.4 Youth future skills In its vision document The Future of Education and Skills. Education 2030“19, the Organisation for Eco- nomic Co-operation and Development (OECD) noted that curiosity, flexibility and self-management skills should all be developed in youth. They should have a respect for other people’s ideas, perspec- tives and values. They have to cope with failure and Coming of Age in American Communities (pp.3-22). Thou- sand Oaks: Sage Publications, Inc. 19 https://www.oecd.organization/educa- tion/2030/E2030%20Position%20Paper%20(05.04.2018).pdf