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.

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

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

Confucian virtues and Chinese adolescent development: a conceptual review

2013 ◽  
Vol 25 (4) ◽  
pp. 335-344 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Xiao Fu
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Filial Piety ◽  
Chinese Culture ◽  
Character Strengths ◽  
Developmental Research ◽  
Service Leadership ◽  
Chinese Adolescent

Abstract Despite the fact that different Chinese communities have already undergone industrialization and urbanization, Confucian virtues are still regarded as developmental ideals in Chinese culture. Unfortunately, while Confucian virtues are commonly discussed under Chinese philosophies, they are rarely examined in the context of developmental research. In this paper, several key Confucian virtues are discussed, including loyalty (“zhong”), filial piety (“xiao”), benevolence (“ren”), affection (“ai”), trustworthiness (“xin”), righteousness (“yi”), harmony (“he”), peace (“ping”), propriety (“li”), wisdom (“zhi”), integrity (“lian”) and shame (“chi”). These Chinese traditional virtues are also linked to the concepts of character strengths and positive youth development constructs highlighted in Western culture. It is argued that Confucian virtues provide an indigenous conceptual framework to understand character strengths and positive youth development in Chinese culture. Furthermore, when service leadership is considered in Chinese contexts, these virtues should be regarded as important cornerstones.

scholarly journals EXPLORING DEVELOPMENTAL ASSETS IN UGANDAN YOUTH

2012 ◽  
Vol 3 (4.1) ◽  
pp. 500 ◽  
Author(s):  
Christopher Drescher ◽  
Eu Gene Chin ◽  
Laura R Johnson ◽  
Julie S Johnson-Pynn
Keyword(s):  
Civil Society ◽  
Youth Development ◽  
Positive Youth Development ◽  
Environmental Degradation ◽  
Developmental Assets ◽  
Civil Conflict ◽  
Cultural Contexts ◽  
Healthy Development ◽  
Psychometric Measures ◽  
Preliminary Support

Ugandan youth face a number of threats to their healthy development including poverty, high rates of disease, civil conflict, and environmental degradation. Cultivating developmental competencies is critical, not only for youth, but also for the future of Ugandan communities and civil society. In this article, we highlight contextual challenges facing Ugandan youth, report exploratory results on “standard” measures of developmental assets, and discuss the utility of a positive youth development (PYD) framework in Uganda. Despite difficult circumstances, our results indicated high levels of internal and external assets as assessed with the Developmental Assets Profile (DAP). The DAP demonstrated acceptable internal consistencies and was correlated with two other measures of youth assets, self-efficacy, and civic action. Although researchers should proceed with caution when using psychometric measures in new cultural contexts, our results provide preliminary support for the use of the DAP and a PYD framework for advancing adolescent research and programming in Uganda.

Youth Social Entrepreneurship as Youth Development for All Youth

Making Change ◽  
2019 ◽  
pp. 37-48
Author(s):  
Tina P. Kruse
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Social Entrepreneurship ◽  
Developmental Psychology ◽  
Primary Source ◽  
Development Theory ◽  
Social Emotional ◽  
Relational Development ◽  
Healthy Development ◽  
Adolescent Brain Development

This chapter reviews the universal elements of positive youth development; that is, explicating the basic foundations of healthy development that are important for all youth, regardless of context or background. Developmental psychology serves as a primary source for the perspectives presented here. Among the key components of this discussion are the principles of the field, a review of relational development theory, and an overview of adolescent brain development. Specific frameworks are included, such as the Five C’s of youth development, social-emotional learning (SEL), and youth interests (sparks). While all of these components are influenced by the broader contexts and environments of the youth, the set of ideas included in this chapter applies to a somewhat decontextualized form of youth development theory as applied to the promise of youth social entrepreneurship.

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