scholarly journals The role of youth engagement in positive youth development and social justice youth development for high-risk, marginalised youth

2015 ◽  
Vol 21 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Yoshitaka Iwasaki
Keyword(s):  
Social Justice ◽  
High Risk ◽  
Youth Development ◽  
Positive Youth Development ◽  
Youth Engagement

Meaningful Youth Engagement Through Media Usage

2019 ◽  
pp. 729-747
Author(s):  
Yoshitaka Iwasaki
Keyword(s):  
Social Justice ◽  
Cultural Capital ◽  
Youth Development ◽  
Positive Youth Development ◽  
Meaning Making ◽  
Positive Development ◽  
Youth Engagement ◽  
Social And Cultural Capital ◽  
Media Usage ◽  
Central Argument

Guided by the literature on youth engagement and media studies globally, this conceptual article examines the key engagement-related notions involving youth and media usage. A central argument of the article is that meaningful youth engagement can be considered a key concept in describing youth's use of hybrid media that reflects the diversity of youth populations and their media usage. Specifically, such media-involved youth engagement can be seen as an important meaning-making activity within youth's lives that can potentially build social and cultural capital, including through social relationships and youth-led political activism. Aligned theoretically with positive youth development (PYD) and social justice youth development (SJYD) frameworks, this article suggests that youth's hybrid media usage can be seen as a meaningful youth-engagement activity that can provide opportunities to promote skills/competences leading to positive development, and to address human rights and other social justice issues in an empowered, meaningful way.

scholarly journals Insights on Inspirational Education for “High-Risk” Youth Informed by Participatory Action Research (PAR) on Youth Engagement: Short Communication

2016 ◽  
Vol 5 (1) ◽  
pp. 152
Author(s):  
Yoshitaka Iwasaki ◽  
Tristan Hopper ◽  
Patricia Whelan
Keyword(s):  
Social Justice ◽  
High Risk ◽  
Youth Development ◽  
Short Communication ◽  
Youth Engagement ◽  
Participatory Action ◽  
Youth Leaders ◽  
Educational Pathways ◽  
Collaborative Engagement ◽  
High Risk Youth

This short communication provides our insights into how or in what ways educators can more effectively support aspiration of at-risk/high-risk youth toward meaningful education. These are informed by the key learnings from our ongoing youth engagement research. Those insights emphasize the importance of meaningful engagement of youth through building a positive relationship with youth from a strengths-based perspective to mobilize youth’s talents into our collaborative engagement efforts in order to effectively support “high-risk” youth and aspire their educational pathways. Conceptually, our work aligns with the paradigms of positive youth development (PYD) and social justice youth development (SJYD). Practically, our research project represents an “anti-oppressive practice” in itself because the project engages youth as important contributors to a social/system change, especially, the role of our youth leaders in our team as a conduit for mobilizing youth views and actions on social justice issues (e.g., oppression, marginalization, social exclusion/inclusion, human rights, empowerment).

Anti-Black Racism and Historical Trauma: Pushing the Positive Youth Development Paradigm

2021 ◽  
pp. 0044118X2110078
Author(s):  
Anna Ortega-Williams ◽  
Troy Harden
Keyword(s):  
Social Justice ◽  
African American ◽  
Prosocial Behavior ◽  
Youth Development ◽  
Positive Youth Development ◽  
African American Youth ◽  
Historical Trauma ◽  
Youth Work ◽  
Developmental Needs ◽  
Development Paradigm

Positive youth development (PYD), while embraced in many sectors of youth work, has faced criticism for its primary emphasis on positive personal change and adaptation, without a strong emphasis on social justice and culture, especially relevant for African Americans. Additional models of PYD addressing these conceptual gaps have emerged, however few explicitly address anti-Black racism and historical trauma impacting African American youth development. In this paper, expanded models of PYD, specifically Empowerment-Based Positive Youth Development (EBPYD) and Critical Positive Youth Development (CPYD) will be examined for their strengths and limitations in responding to (1) anti-Black racism and (2) historical trauma among African American youth. Key strategies of these models, such as promoting prosocial behavior and civic engagement will be reconceptualized and expanded to account for developmental needs imposed by historical oppression and contemporary racism against African American youth. Implications for PYD programing will be discussed.

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.

Intentional Self Regulation in Middle Adolescence: The Emerging Role of Loss-based Selection in Positive Youth Development

2010 ◽  
Vol 39 (7) ◽  
pp. 764-782 ◽  
Author(s):  
Steinunn Gestsdottir ◽  
Edmond Bowers ◽  
Alexander von Eye ◽  
Christopher M. Napolitano ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Intentional Self Regulation ◽  
Middle Adolescence

Relationships With Parents, Identity Styles, and Positive Youth Development During the Transition From Adolescence to Emerging Adulthood

2017 ◽  
Vol 6 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Goda Kaniušonytė ◽  
Rita Žukauskienė
Keyword(s):  
Emerging Adulthood ◽  
Youth Development ◽  
Positive Youth Development ◽  
Autonomy Support ◽  
Positive Development ◽  
Positive Relationships ◽  
Identity Styles ◽  
Mediating Role ◽  
Supportive Parenting

The purpose of this study was to examine the links between relationships with parents, identity styles, and positive youth development (PYD), conceptualized as “contribution” to self, family, and community, in Lithuanian youth during the transition from adolescence to emerging adulthood. In Study I, we sought to examine how positive relationships with parents predict contribution with the potential mediating role of autonomy-supportive parenting. Participants ( N = 153) filled a self-reported questionnaire in the final year of school and 1 year later. In Study II, we aimed at investigating how parental autonomy support is related to the contribution and the potential mediating role of identity processing style. Participants ( N = 254) were assessed 1 year after graduating high school. Overall, the findings indicated that positive relationships with parents play an important role in successful adjustment and that this relationship is partially mediated by identity style. To conclude, the way in which parents respond to their children’s need for autonomy and relatedness affects the adequate identity management and overall positive development during emerging adulthood.

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