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.

The students were happy, but did they change positively?

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Cecilia M.S. Ma
Keyword(s):  
Hong Kong ◽  
University Students ◽  
General Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Character Strengths ◽  
Leadership Qualities ◽  
Moral Competence ◽  
Service Leadership ◽  
The Subject

AbstractAt The Hong Kong Polytechnic University, a 2-credit General Education subject entitled “Service Leadership” was developed to promote service leadership qualities (including leadership competencies, moral character, and caring disposition) in university students. The subject was piloted in one class with 60 students in the 2012/2013 academic year. Pretest and posttest data utilizing measures of positive youth development, life satisfaction, and service leadership qualities were collected. Positive changes in the program participants were found, particularly for measures in behavioral competence, moral competence, character strengths, general positive youth development qualities, and overall service leadership qualities. The present study provided preliminary support for the effectiveness of the subject in nurturing service leadership qualities of Chinese university students in Hong Kong.

scholarly journals Construction of an Integrated Positive Youth Development Conceptual Framework for the Prevention of the Use of Psychotropic Drugs among Adolescents

2011 ◽  
Vol 11 ◽  
pp. 2403-2417 ◽  
Author(s):  
Tak Yan Lee
Keyword(s):  
Primary Prevention ◽  
Drug Use ◽  
Conceptual Framework ◽  
Youth Development ◽  
Positive Youth Development ◽  
Psychotropic Drugs ◽  
Development Program ◽  
Empirical Support ◽  
Theoretical Paper ◽  
Development Perspective

This is a theoretical paper with an aim to construct an integrated conceptual framework for the prevention of adolescents' use and abuse of psychotropic drugs. This paper first reports the subjective reasons for adolescents' drug use and abuse in Hong Kong and reviews the theoretical underpinnings. Theories of drug use and abuse, including neurological, pharmacological, genetic predisposition, psychological, and sociological theories, were reviewed. It provides a critical re-examination of crucial factors that support the construction of a conceptual framework for primary prevention of adolescents' drug use and abuse building on, with minor revision, the model of victimization and substance abuse among women presented by Logan et al. This revised model provides a comprehensive and coherent framework synthesized from theories of drug abuse. This paper then provides empirical support for integrating a positive youth development perspective in the revised model. It further explains how the 15 empirically sound constructs identified by Catalano et al. and used in a positive youth development program, the Project P.A.T.H.S., relate generally to the components of the revised model to formulate an integrated positive youth development conceptual framework for primary prevention of adolescent drug use. Theoretical and practical implications as well as limitations and recommendations are discussed.

scholarly journals Erikson and Adolescent Development

2020 ◽  
Vol 25 ◽  
pp. 195-205
Author(s):  
Peter Benson ◽  
Matthew Bundick
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Psychosocial Development ◽  
Developmental Theory ◽  
Technological Advances

Many of Erik Erikson’s theoretical contributions to our understanding of adolescent psychosocial development endure; some have even proven to be true. At the same time, in the decades since Erikson’s seminal works there have been many advances in developmental theory, especially in the realms of identity and positive youth development, along with important critiques of adolescent psychosocial theory. Together, these advances and critiques provide new lenses through which Erikson’s work may viewed. The present work thus reviews the enduring concepts and qualities as well as limitations of Erikson’s views on psychosocial development in adolescence, while considering possible expansions in light of contemporary identity theories and technological advances.

Leveraging relational assets for adolescent development: A qualitative investigation of youth–adult “connection” in positive youth development.

2016 ◽  
Vol 3 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Valerie A. Futch Ehrlich ◽  
Nancy L. Deutsch ◽  
Courtney V. Fox ◽  
Haley E. Johnson ◽  
Shannon M. Varga
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Qualitative Investigation ◽  
Relational Assets

scholarly journals Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Rachel C. F. Sun ◽  
Eadaoin K. P. Hui
Keyword(s):  
Critical Thinking ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Task Completion ◽  
Cognitive Competence ◽  
Completion Problem

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed.

Perceived overparenting and developmental outcomes among Chinese adolescents: Do family structure and conflicts matter?

2020 ◽  
pp. 026540752097171
Author(s):  
Janet T. Y. Leung ◽  
Daniel T. L. Shek ◽  
Annis L. C. Fung ◽  
Grace S. M. Leung
Keyword(s):  
Family Structure ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Parenting Style ◽  
Developmental Outcomes ◽  
Chinese Adolescents ◽  
Moderating Effects ◽  
The Relationship ◽  
Parent Child

“Overparenting” refers to an inappropriate parenting style in which parents intervene intrusively in their children’s development and overprotect them from difficulties and challenges. However, there is scant research on the relationship between overparenting and developmental outcomes in early adolescence. Moreover, the moderating roles of parent–child conflict, family intactness, and the adolescent’s gender on the relationship are undetermined. This study examined the associations between overparenting and developmental outcomes (indexed by egocentrism and positive youth development) of a sample of 1,735 Grade 7 students in Hong Kong (mean age = 12.63; 47.4% females). The moderating effects of parent–child conflict, family intactness, and the adolescent’s gender on these relationships were also examined. The results indicated that paternal overparenting and maternal overparenting were positively related to egocentrism and positive developmental outcomes among young Chinese adolescents. Furthermore, father–child conflict moderated the associations of maternal overparenting with egocentrism and positive youth development. At higher levels of father–child conflict, egocentrism and positive youth development increased at higher levels of maternal overparenting. Family intactness and the adolescent’s gender were also found to have moderating effects. The results provide insights into how familial conditions alter the relationship between overparenting and adolescent development. As related studies using adolescent samples are sparse, this study is pioneering in examining the impacts of overparenting on adolescents.

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