scholarly journals Positive Youth Development in Education

2021 ◽  
pp. 75-108
Author(s):  
Daniel Romer ◽  
David Hansen
Keyword(s):  
Service Learning ◽  
Character Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Philosophical Tradition ◽  
Full Potential ◽  
School Activities ◽  
School Programs ◽  
Adolescent Education ◽  
Out Of School

AbstractPositive youth development (PYD) is an approach to child and adolescent education that provides resources in the school and community to enable youth to reach their full potential and to flourish in a democratic society. The approach draws on various disciplines and legacies in its practices and approaches, ranging from school curricula to out-of-school activities that have long traditions, such as scouting and 4-H clubs. We take note of the philosophical tradition stemming from Aristotle that prioritized acquiring various virtues as the path to human happiness and how virtues of justice, temperance, courage, and prudence are the focus for many present-day programs under the umbrella of PYD. We review the dominant theories of PYD as well as school programs that have been developed to encourage PYD, including social-emotional learning, character education, civics education, and service learning. We also examine the effects of out-of-school programs on PYD outcomes. We conclude with the prospects for PYD and the challenges that remain for its future development.

scholarly journals The relationship between out-of-school sport participation and positive youth development

2012 ◽  
Vol 7 (3) ◽  
pp. 671-683 ◽  
Author(s):  
Federico Carreres-Ponsoda ◽  
Amparo Escartí ◽  
Juan M. Cortell-Tormo ◽  
Vicent Fuster-Lloret ◽  
Eliseo Andreu-Cabrera
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Sport Participation ◽  
School Sport ◽  
The Relationship ◽  
Out Of School

The Evolution of Hellison’s Teaching Personal and Social Responsibility Model in Out-of-School Contexts

2020 ◽  
Vol 39 (3) ◽  
pp. 331-336 ◽  
Author(s):  
Tom Martinek ◽  
Michael A. Hemphill
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Positive Youth Development ◽  
Historical Context ◽  
Out Of School Time ◽  
School Time ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Development Movement ◽  
Out Of School

Don Hellison fully realized that getting students to become positive contributors to their community meant that experiences that engender a greater sense of being a responsible person had to be provided. He leveraged the power of out-of-school time programming to implement his Teaching Personal and Social Responsibility (TPSR) model and build relationships with variety of underserved youth. Don also understood that community partnerships were important in this effort. This article provides a glimpse at how Don was able to establish TPSR programs in a variety of out-of-school settings—all of which addressed the needs of underserved children and youth. A historical context is provided to illustrate the placement of TPSR in the broader movement of positive youth development. Don’s programs that operated during out-of-school time and spanned the western region of the country to the urban sections of Chicago are described. Inconsistent partner support, scarcity of program space, and feelings of self-doubt are presented as challenges to the viability of TPSR programming. His commitment to making programs work despite these challenges is portrayed. Therefore, the purpose of this article is to illustrate how Don’s work has made a significant contribution to the positive youth development movement within out-of-school time contexts.

scholarly journals Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

2016 ◽  
Vol 10 (3) ◽  
pp. 89-101 ◽  
Author(s):  
Lisa M. Chauveron ◽  
Miriam R. Linver ◽  
Jennifer Brown Urban
Keyword(s):  
Character Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Positive Development ◽  
Development Programs ◽  
Youth Development Programs ◽  
Intentional Self Regulation ◽  
Five Cs ◽  
The Relationship

Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional self-regulation (ISR) develops through mutually beneficial interactions between youth and their environment. Cross-cultural studies of Western youth suggest an adolescence-specific ISR process may exist. We begin to extend this work to assess the relationship between ISR and positive development in young Scottish adolescents (approximately 7th grade, N = 82; 50% male), a previously unexamined group. ISR was correlated with the Five Cs of PYD and OLS regression analyses demonstrated that ISR predicted two of the Five Cs: Character and Connection. We discuss implications for youth development programs of the findings that ISR and some indices of PYD were linked in a sample of Scottish youth. 

scholarly journals Helping Schools: Youth Development as a Form of Supplemental Education

2007 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Jan B. Carroll ◽  
Jeff Goodwin ◽  
Melissa Oliver
Keyword(s):  
At Risk ◽  
Young People ◽  
Youth Development ◽  
Risk Behaviors ◽  
Supplemental Education ◽  
Social Success ◽  
School Activities ◽  
9Th Grade ◽  
The Impact ◽  
Out Of School

This study measured the impact of 4-H Youth Development on Colorado’s youth. Active youth were compared to those who did not participate in out-of-school activities. Data were collected from 5th, 7th, and 9th grade students. Results of the study confirm active students, including 4-H Youth Development members, were less likely to engage in at-risk behaviors. 4-H Youth Development can function as a form of supplemental education, contributing to academic, civic, and social success of young people.

scholarly journals Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods

2018 ◽  
Vol 13 (3) ◽  
pp. 191-211
Author(s):  
Jennifer J. Taylor-Winney ◽  
Leanne S. Giordono ◽  
Marilyn K. Lesmeister ◽  
Meghann L. Fenn ◽  
Gloria Krahn
Keyword(s):  
Youth Development ◽  
Development Programs ◽  
Care Needs ◽  
Youth With Disabilities ◽  
School Activities ◽  
Organizational Planning ◽  
Personal Attitudes ◽  
Youth Development Professionals ◽  
Development Outcomes ◽  
Out Of School

Quality out-of-school programs can significantly improve youth development outcomes. Youth with disabilities and special health care needs, who represent 19% of all youth, are less likely than their typically developing peers to participate in out-of-school activities. This qualitative study explored factors that influence the inclusion of youth with disabilities in one state’s 4-H program. Factors that facilitated inclusion were personal attitudes and subjective norms, but lack of knowledge and limited resources led to reactive problem solving rather than proactive, organizational planning. By identifying both the factors that facilitate inclusion and those that prevent it or are perceived as barriers, youth development professionals can target areas of focus to improve inclusion of youth with disabilities in 4-H and potentially other youth development programs.

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