The idea for this book arose from a seminar on youth development led by Stephen Hamilton at Cornell University in the spring of 2001. Regular participants, several of whom are authors of chapters, included Frank Barry, Catherine Bradshaw, Meghan Butryn, Amanda Carreiro, Charlotte Coffman, Aram DeKoven, Jutta Dotterweich, Marcia Eames-Sheavley, Doug Elliott, Steve Goggin, Héléne Grégoire, Mary Agnes Hamilton, Charlie Izzo, Cathann Kress, Jane Powers, Geoffrey Ream, Nancy Schaff, Chrissie Schelhas-Miller, Ray Swisher, Sue Travis, Janis Whitlock, Jerry Ziegler, and David Zielinski.

As the semester drew to a close, we began to discuss the idea of an edited book to share with practitioners some of what we had learned by reading, discussing, and writing about the literature of the field. Janis Whitlock was heavily involved in the first several iterations of a plan for such a book and in drafting a paper on principles now discussed in Chapter 1; we are grateful for her contributions. Rich Lerner urged us to proceed with the idea and generously referred us to Jim Brace-Thompson at Sage, who embraced the plan and encouraged our continued refinements of it. We appreciate the assistance of Karen Ehrmann, Carla Freeman, and Denise Santoyo in preparing the manuscript for publication.

Cathann Kress alerted us to a survey of youth workers that led us to limit both the number and the length of the chapters. Many colleagues nominated outstanding youth programs and organizations throughout the country that we contacted for telephone interviews seeking advice about our plans for the volume and how they might use it. We appreciate both the nominations and the advice. Catherine Bradshaw helped with these interviews. Several themes came through clearly. Respondents said they would like to read about principles and research related to best practices (and we learned about some of those practices as they described their own programs). They said they could use a resource for training staff, informing their boards, and as background for planning and proposals. Several made [Page xiv]the point that they could learn how youth development works in contexts other than the one in which they worked and how to collaborate more effectively across contexts. We have tried to respond to these recommendations by providing recent research findings along with rich illustrations of youth and adults engaged in activities in various settings. Trying to shape the book in this mold, we asked the chapter authors to write in an engaging style and to work within the framework we set. We appreciate their patience through multiple revisions.

We have learned from youth who have shared parts of their lives with us over the years: youth apprentices, volunteers, and interns we have interviewed and observed and the caring and committed adults who worked with them; Cornell students who have assisted with a series of research projects; our students at Farquhar Middle School, George Wythe High School, and Phelps Vocational High School; and the denizens of the Belmont Youth Center.

Colleagues too numerous to mention have challenged and instructed us, both in our professional lives and as community volunteers. Through Cornell Cooperative Extension's 4-H Youth Development program, we have experienced the complexity of creating opportunities for youth. Participation in New York State's Youth Development Team and in the Assets Coming Together for Youth initiative were major motivations for this book. Serving as board members made us aware of the range of people and organizations supporting youth in our community, the resource constraints they face, and their potential power.

Nicole Yohalem worked closely with us on the first chapter and also in planning for the book and providing resource information. We appreciate her great ideas, positive outlook, and hard work. Our three sons, Pete, Joey, and Ben, deserve thanks as well for teaching us, with untiring patience, wit, and ingenuity, about today's youth, who they are, who they can become and how, and for reminding us of how much more we have to learn. We trust that their youthful vitality will endure as they emerge into adulthood.