Resilience and Positive Youth Development: A Relational Developmental Systems Model

2012 ◽  
pp. 293-308 ◽  
Author(s):  
Richard M. Lerner ◽  
Jennifer P. Agans ◽  
Miriam R. Arbeit ◽  
Paul A. Chase ◽  
Michelle B. Weiner ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Systems ◽  
Systems Model ◽  
Relational Developmental Systems

School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective

2014 ◽  
Vol 116 (13) ◽  
pp. 37-57
Author(s):  
Yibing Li ◽  
Jennifer P. Agans ◽  
Paul A. Chase ◽  
Miriam R. Arbeit ◽  
Michelle B. Weiner ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Developmental Systems Theory ◽  
Developmental Systems ◽  
Systems Perspective ◽  
Strength Based ◽  
Relational Developmental Systems ◽  
Five Cs

This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.

scholarly journals Primeira classe: como construir uma escola de qualidade para o século XXI (World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education)

2020 ◽  
Vol 14 ◽  
pp. 3673093
Author(s):  
Adolfo Antonio Hickmann ◽  
Girlane Moura Hickmann
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Child Psychology ◽  
Sao Paulo ◽  
São Paulo ◽  
Porto Alegre ◽  
Developmental Systems ◽  
World Class ◽  
Relational Developmental Systems

BOOK REVIEW/RESENHA/RESEÑA [SCHLEICHER, A. Primeira classe: como construir uma escola de qualidade para o século XXI. Tradução de Dani Gutfreund e Lenice Bueno. Paris: OECD Publishing; São Paulo: Fundação Santillana, 2019. Disponível em: <https://doi.org/10.1787/7475e4e1-pt.>. Acesso em: 14 ago. 2019.]Palavras-chave: Bússola da aprendizagem 2030, Habilidades, Competências, Valores humanos. Keywords: Learning Compass 2030, Skills, Competencies, Human values. Palabras claves: Brújula del aprendizaje 2030, Habilidades, Capacidades, Valores humanos.ReferencesBRONFENBRENNER, U. Bioecologia do desenvolvimento humano: tornando os seres humanos mais humanos. Porto Alegre: Artmed, 2011.BORGES, R. M.; ROTHEN, J. C. Abordagens de avaliação educacional: a constituição do campo teórico no cenário internacional. Revista Eletrônica de Educação, v. 13, n. 2, p. 749-768, maio/ago. 2019.HICKMANN, A. A. Relações interpessoais e valores humanos na escola: uma inserção ecológica. 2019. 236f. Tese (Doutorado em Educação) – Setor de Educação, Universidade Federal do Paraná, 2019.KOLLER, S. H.; PALUDO, S. S.; MORAIS, N. A. Inserção ecológica: um método de estudo do desenvolvimento humano. São Paulo: Casa do Psicólogo, 2016.LERNER, R. M. et al. Positive youth development and relational developmental systems. In: OVERTON, W. F.; MOLENAAR, P. C. (Eds.). Handbook of child psychology and developmental science. 7. ed. Hoboken, NJ: Wiley, 2015. p. 607–651. v. 1, Theory and method.ROTHEN, J. C.; SANTANA, A. da C. M. Avaliação da educação: referências para uma primeira conversa. São Carlos: EdUFSCar, 2018.SCHLEICHER, A. Primeira classe: como construir uma escola de qualidade para o século XXI. Tradução de Dani Gutfreund e Lenice Bueno. Paris: OECD Publishing; São Paulo: Fundação Santillana, 2019. Disponível em: <https://doi.org/10.1787/7475e4e1-pt.>. Acesso em: 14 ago. 2019.e3673093

Studying Positive Youth Development in Different Nations

2018 ◽  
Author(s):  
Richard M. Lerner ◽  
Jacqueline V. Lerner ◽  
G. John Geldhof ◽  
Steinunn Gestsdóttir ◽  
Pamela Ebstyne King ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
International Programs ◽  
Developmental Systems ◽  
Healthy Development ◽  
Strength Based ◽  
Relational Developmental Systems ◽  
Compassion International ◽  
Bidirectional Relations

International interest is growing concerning using strength-based models of adolescent development to understand how mutually influential relations between individuals and their key settings may be a basis for positive, healthy development. Bidirectional relations models are linked to relational developmental systems (RDS) metatheory, with a focus on the positive youth development (PYD) model, the most used ininternational PYD-related research and programs. A three-nation, counterfactual, comparative, longitudinal study is described to understand if Compassion International programs enhance thriving of the world’s poorest youth. RDS metatheory ideas point to the need for longitudinal studies using measures reflecting reliability, validity, and invariance across people, time, and place. This research should be framed by the “specificity principle” to identify individual and setting combinations that capitalize on the strengths of youth and place young people on a thriving trajectory.

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