The Contribution of Nonfamily Adults to Adolescent Well-Being

2018 ◽  
Author(s):  
Peter C. Scales ◽  
Eugene C. Roehlkepartain
Keyword(s):  
Young People ◽  
Youth Development ◽  
Spiritual Development ◽  
Positive Impact ◽  
Low Cost ◽  
Well Being ◽  
Extensive Literature ◽  
Developmental Relationships ◽  
Positive Identity ◽  
Sexual Responsibility

This chapter presents an extensive literature review and data from a sample of more than 30,000 children and youth from 30 countries, showing that young people worldwide do not experience an adequate level of developmental relationships with nonfamily adults that feature (a) care, (b) challenge, (c) support, (d) sharing of power with adults, and (e) expansion of young people’s possibilities. Young people who experience high-quality developmental relationships with nonfamily adults are significantly better off on a variety of well-being indicators, including positive identity, workforce readiness, educational attainment, spiritual development, and sexual responsibility. It is concluded that nonfamily adults represent a vast, largely untapped, resource for positive youth development and well-being globally. Implementing policies and practices to measure, track, and build those developmental relationships may be a relatively low-cost way to both promote youth well-being and efficiently multiply the positive impact of existing international aid and humanitarian investments.

scholarly journals How Rating Systems Support Regenerative Change in the Built Environment

2021 ◽  
pp. 131-144
Author(s):  
Melinda Orova ◽  
András Reith
Keyword(s):  
Built Environment ◽  
New Technologies ◽  
Negative Impact ◽  
Positive Impact ◽  
Well Being ◽  
Assessment Tools ◽  
Extensive Literature ◽  
Main Question ◽  
Rating Systems ◽  
Living Building Challenge

AbstractUrban development principles have evolved from sustainability, where the focus was on limiting the negative impact of urban environment, to restorative and regenerative sustainability, where positive impact is needed on global social and ecological systems. This recent paradigm shift requires the development of new tools for practitioners, like design methodologies, new technologies, and assessment methods.To measure the impact of sustainability on the built environment, several building-scale assessment tools exist. The question is how these widespread rating systems support restorative change in the built environment.The main question of the research is answered in three methodological steps. First, the goals of restorative sustainability are summarized from the available extensive literature, including the topics of Place, Energy, Water, Well-being, Carbon, Resources, Equity, Education, and Economics. Then different rating tools (Living Building Challenge, WELL, LEED, BREEAM, DGNB) are analysed how the considered issues and indicators in these rating tools are connected to restorative goals. Then these indicators are assessed how they serve that goal.The result of this study shows the main strengths and gaps in current wide-spread international rating tools regarding their support of restorative sustainability.

Positive Youth Development

2021 ◽  
pp. 87-108
Author(s):  
Nora Wiium ◽  
Fitim Uka
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
The United States ◽  
Positive Development ◽  
Social Competencies ◽  
Use Of Time ◽  
Positive Identity ◽  
Policies And Programs ◽  
Communist Countries

Consistent with the positive youth development perspective, the experience of internal and external assets is associated with positive development or thriving among young people. This proposal has been developed and tested mainly in the United States but it also appears to be considerably true for Roma youth living in post-communist countries. This chapter examines Roma youth (N = 354) experience of various developmental assets and how these assets are related to thriving. Study results indicated positive relations between the assets and thriving, in general. In addition, the experience of constructive use of time was quite low among Roma youth relative to internal assets, such as commitment to learning, positive values, social competencies, and positive identity, and other external assets such as support, empowerment, and boundaries and expectations. While this low experience of constructive use of time could be a general trend among young people, it could also reflect the discrimination and social exclusion that Roma youth often face. Because Roma youth across Europe form a significant and growing proportion of the school-age population and consequently the future workforce, policies and programs that promote both internal and external assets necessary for thriving are essential because thriving has been associated with the development of self and society.

The Positive Perspective on Youth Development

2017 ◽  
pp. 543-568 ◽  
Author(s):  
Margaret L. Kern ◽  
Nansook Park ◽  
Daniel Romer
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
Empirical Support ◽  
Well Being ◽  
Positive Development ◽  
Positive Education ◽  
Research Findings ◽  
Positive Perspective ◽  
Mental Well Being

This chapter covers positive youth development, positive psychology, and positive education, which suggest that mental health is more than the absence of mental illness and involves proactively supporting the mental well-being of young people. The assets of youth that protect against problems and allow young people to do well include both individual psychological characteristics and aspects of their social context. Positive approaches aim to maximize the potential of young people by encouraging both personal and environmental assets. Research findings over the past three decades have brought empirical support for key premises of positive youth development and have provided important insights into individual and contextual factors that underlie youth thriving. Future studies will continue to refine measures, improve interventions, and use empirical findings to understand and influence the processes that give rise to positive development.

School Personnel Training for the Prevention of Tobacco, Alcohol, and other Drug Use: Issues and Outcomes

1997 ◽  
Vol 27 (3) ◽  
pp. 245-258 ◽  
Author(s):  
John L. Romano
Keyword(s):  
Drug Use ◽  
Youth Development ◽  
Positive Impact ◽  
School Personnel ◽  
Well Being ◽  
Training Model ◽  
School Year ◽  
Evaluation Procedures ◽  
School Based

The training of inservice school personnel in the prevention of tobacco, alcohol, and other drug use among youth is the focus of this article. The training emphasizes an interdisciplinary, youth development, school team training model, entitled “Enhancing Student Well-Being.” The model includes both content and process components. The manuscript describes the model, evaluation procedures, and training issues. Particular attention is given to follow-up assessment and outcome of school-based prevention projects developed during the training and implemented during the school year. Results support the training model as having a positive impact on prevention initiatives in schools.

scholarly journals THE ROLE OF SCHOOLS IN YOUTH DEVELOPMENT

2021 ◽  
pp. 451-455
Author(s):  
Ishita Kapur
Keyword(s):  
Young People ◽  
Transformative Learning ◽  
Youth Development ◽  
Learning Experience ◽  
Well Being ◽  
School Design ◽  
Academic Goals ◽  
Adolescent Outcomes ◽  
Community Stakeholders ◽  
Strategic Relationships

Great schools have the power to change lives. They transform the process of guiding students towards benchmark success into a transformative learning experience that helps young people chart a course for a bright future. This type of education is purposefully designed to foster creativity and critical thinking. It’s a place where students are introduced to ideas that inspire them and encouraged to investigate possible career paths in which those ideas could take flight. A great school is one where students understand that true learning, learning that matters to them and helps them connect to their goals, occurs. Three essential priorities are critical in assisting educators in designing innovative schools that strive to be great for all students: young people must be at the centre of any school design process; great practise must be deployed with the needs of students in mind; and schools must grow alongside students, practising iteration to meet emerging challenges. Given the demands on school staff and government regulations that place a premium on academic accomplishment, focusing on holistic adolescent outcomes and school outcomes that improve both adolescent psychosocial well-being and societal well-being remains a priority. The key to making youth development in schools a success is to take a system-wide approach to efforts and outcomes, as well as to form strategic relationships with key community stakeholders who share a same goal of fostering positive youth development. Great schools make learning easier by making these developmental milestones fundamental to their mission and smoothly incorporating them into academic goals.

scholarly journals A Multiform, Group-Based Rehabilitation Program for Visually Impaired Young People to Promote Activity and Participation. A Pilot Study

2019 ◽  
Vol 16 (19) ◽  
pp. 3682
Author(s):  
Anna-Liisa Salminen ◽  
Tuija Heiskanen ◽  
Tiina Suomela-Markkanen
Keyword(s):  
Young People ◽  
Visual Impairment ◽  
Goal Attainment ◽  
Positive Impact ◽  
Inpatient Rehabilitation ◽  
Well Being ◽  
Rehabilitation Program ◽  
Online Discussions ◽  
Institutional Setting ◽  
Group Meetings

Young people with visual impairment (YPWVI) face several challenges in their everyday lives. However, little is known about interventions that focus on promoting their participation that contributes to health and well-being and is considered the most relevant outcome in rehabilitation. Objectives: This study investigated the clinical outcomes and acceptability of a new one-year, multiform, group-based rehabilitation program for YPWVI. The aim of the pilot program was to support them becoming more independent and to promote their participation. Rehabilitation consisted of group-meetings in an institutional setting, online group meetings, individually tailored one-on-one guidance, individual online discussions and parents’ group meetings. Fifteen young persons with visual impairment were recruited and 14 completed the intervention, six of whom were blind or had severe visual impairment and eight had mild visual loss. Methodology: The study utilized a mixed methods triangulation design. Clinical outcome measures were goal attainment scaling (GAS) and occupational performance (COPM) completed with qualitative interview data. Focus group interviews with participants and parents were used to evaluate the acceptability of the program. Results: GAS-rated personal goals were widely achieved and the scores of both performance and satisfaction scales of COPM improved. Overall, the rehabilitation program proved to be acceptable. Group-based rehabilitation was deemed very important and it enabled peer support. However, two-day periods of inpatient rehabilitation, proved to be too short, whereas five-day periods were considered to disturb schoolwork. Conclusions: Group-based multi-form rehabilitation for YPWVI can have a positive impact on activity and participation of the participants. The program can support independence and the achievement of rehabilitation goals. The group format was applauded for providing social support and company. The program required some structural modifications.

Building resilience in early adolescence through a universal school-based preventive program

1999 ◽  
Vol 9 (2) ◽  
pp. 15-24 ◽  
Author(s):  
E. G. Cunningham ◽  
C. M. Brandon ◽  
E. Frydenberg
Keyword(s):  
Young People ◽  
Attributional Style ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Low Cost ◽  
Well Being ◽  
Coping Resources ◽  
Positive Thinking ◽  
Preventive Program ◽  
School Based

The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.

scholarly journals Seen and Heard: Learning from Young People's Experiences Sharing Power in Faith Communities

2021 ◽  
Vol 16 (5) ◽  
pp. 212-230
Author(s):  
Jenna Sethi ◽  
Rachel Chamberlain ◽  
Clare Eisenberg ◽  
Eugene Roehlkepartain
Keyword(s):  
Leadership Development ◽  
Youth Development ◽  
Spiritual Development ◽  
Leadership Skills ◽  
Faith Communities ◽  
Development Programs ◽  
Developmental Relationships ◽  
Youth Outcomes ◽  
Youth Leadership Development ◽  
Leadership Engagement

Faith communities have been shown to provide a sense of belonging and community while also providing a rich environment for youth to engage and grow as leaders. Yet, few current studies have explored faith communities as spaces for sharing power and sustained youth leadership development. Using a thematic analysis approach, this qualitative study of 222 participants across Jewish, Muslim, and Christian faith communities aimed to explore the role of developmental relationships in young people's lives and their faith and spiritual development. Through the analyses, multiple and varied examples of sharing power emerged, leading us to investigate more fully the roles of leadership, engagement, and participation in young people's experiences in their faith communities. Findings demonstrated that faith communities can provide welcoming, engaging spaces for youth to have voice and develop as leaders. Youth across faith communities experienced authentic opportunities to build and apply leadership skills. These experiences led to positive youth outcomes, including increased confidence, building relational skills, feelings of belonging, and greater engagement. Findings from this study can inform youth development programs more broadly by illuminating concrete ways adults and youth can share power, leading to young people’s sense of engagement and belonging.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

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