I have always been interested in the role that individuals play in promoting the overall well-being of those they come in contact with throughout their lives. I have watched parents, teachers, neighbors and others influence the lives of children, youth and adults.
Sometimes these relationships were formal, such as in schools or faith-based settings; sometimes they were informal — through club experiences, neighborhood activities or other means. I decided that one way to be part of this process was to become a teacher. I taught all elementary grades (except fifth) and then moved into the role of school counselor. It was through these experiences that I decided to pursue an advanced degree that could provide me with further insights into interactions that support and promote the overall development of young people. This area continues to be an interest of mine today as I work with youth-serving organizations within the State of Arizona and nationally, assessing their role in promoting positive youth development.
On a personal note, my favorite hobbies include ballroom dancing, reading and cooking, and I always enjoy time spent with friends and family.
- Youth development
- Civic engagement
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Program evaluation
My applied research is aimed at promoting and enhancing the ability of communities to provide young people with the supports and opportunities necessary for positive development. This work has resulted in a multi-focused agenda that includes three themes: (1) youth participation in youth programs; (2) program quality; and (3) models for participation.
My work is grounded theoretically in applied developmental science and developmental contextualism, understanding the interrelation between the interactions of a young person in a youth program and engagement in civic activities.
This work offers youth-serving programs critical information they need to develop high-quality programs that help young people learn skills that can earn a liveable wage, develop positive social relationships and contribute to their communities.
- Principal Investigator: Extension-Military Collabortion - Multi-Disciplinary Partnerships. Funding: $2,000,000, U.S. Department of Agriculture.
- Principal Investigator: CYFAR RE/Arizona SEARCH, Children, Youth and Families at Risk. Funding: $676,577, U.S. Department of Agriculture. Co-PI: Christine Bracamonte Wiggs.
- Principal Investigator: CYFERnet Evaluation, Children, Youth and Families at Risk. Funding: $183,000, U.S. Department of Agriculture. Co-PI: Christine Bracamonte Wiggs.
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Principal Investigator: Understanding Youth Development - Keys for Successful Programming. Funding: $20,000, Virginia Piper Trust Foundation.
- Understanding youth development (graduate and undergraduate)
Please contact Dr. Lynne M. Borden if you are unable to locate one of the publications listed below.
Lee, S., Borden, L. M., Serido, S., & Perkins, D. F. (2009). Ethnic minority youth in youth programs: Feelings of safety, relationships with adult staff and perception of learning social skills. Youth and Society.
Borden, L.M., & Serido, J. (2009). From Program participant to engaged citizen: A developmental journey. Journal of Community Psychology 37(4), 423-438.
Borden, L. M., Lee, S., Serido, J., & Collins, D. (2008). Does participation in a financial workshop change financial knowledge, attitudes, and behavior of college students? Journal of Family and Economic Issues.
Borden, L. M., & Perkins, D. F. (2007). The roles volunteers can play in a community-wide effort. The International Journal of Volunteer Administration.
Perkins, D. F., Borden, L. M., Villarruel, F. A., Carlton Hug, A., Stone, M., & Keith, J. G. (2007). Participation in structured youth programs: Why ethnic minority urban youth choose to participate- or not to participate. Journal of Youth and Society.
Borden, L. M., & Perkins, D. F. (2006). Community youth development professionals: Providing the necessary supports. Child and Youth Care Forum, 35(2), 101-158.