Resilience as a focus of a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Hildie Leung
Keyword(s):  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Development Literature ◽  
Intended Learning Outcomes

AbstractResilience is an important construct in the positive youth development literature. In this paper, the definition and concept of resilience are introduced. The relationships between resilience and adolescent development as well as leadership are also addressed. To help students develop qualities on resilience, a lecture on resilience is developed in a subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Some issues surrounding the teaching of this lecture are discussed.

Developing social competence in a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Janet T.Y. Leung
Keyword(s):  
Social Competence ◽  
University Students ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Effective Leadership ◽  
The Social ◽  
Antecedents And Consequences ◽  
Intended Learning Outcomes

AbstractSocial competence is an important positive youth development attribute for adolescent development and effective leadership. In this paper, the definitions and approaches of social competence are introduced. The antecedents and consequences of social competence are highlighted. Moreover, the relationships between social competence and effective leadership, as well as adolescent development are also addressed. In particular, egocentrism as the barrier to social competence is discussed. To enhance the social competence of university students, a lecture on social competence was designed in the curriculum of a university subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture content and special features of the lecture are presented in this paper.

Spirituality as a key positive youth development construct for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Wynants Ho
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Spiritual Leadership ◽  
Developmental Outcomes ◽  
Curriculum Structure ◽  
Basic Concepts ◽  
Intended Learning Outcomes

AbstractThe curriculum of a lecture about spirituality in the course entitled “Tomorrow’s Leaders” developed by The Hong Kong Polytechnic University is introduced in this paper. With reference to the basic tenets of outcome-based learning, the intended learning outcomes and the curriculum structure are illustrated. The following topics related to the construct of spirituality are included in this paper: definition and basic concepts of spirituality, theories of spirituality, antecedents of spirituality, spirituality and adolescent developmental outcomes, spirituality and leadership, and ways to promote spiritual leadership. Topics for reflections are also presented at the end of the paper.

scholarly journals An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program

2012 ◽  
Vol 7 (3) ◽  
pp. 59-64
Author(s):  
Jeremy Green ◽  
Jamie Davis
Keyword(s):  
Program Evaluation ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Leadership Capacity ◽  
Residential Program ◽  
Youth Leadership ◽  
Development Literature ◽  
High Desert

The High Desert Leadership Retreat (HDLR) is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.

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 Youth Can! Grow Healthy: A Formative Evaluation of a Positive Youth Development Program

2013 ◽  
Vol 8 (2) ◽  
pp. 41-56
Author(s):  
Andrew Carberry ◽  
Marsha Spence
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Formative Evaluation ◽  
Team Building ◽  
Development Program ◽  
School Garden ◽  
Management Evaluation ◽  
Development Literature ◽  
Healthy Community

This paper presents a formative evaluation of an afterschool program that combined positive youth development and school garden curricula. Novel approaches were used to teach elementary school children about gardening and nutrition, and to engage them in advocacy for healthy community physical activity and nutrition environments. The youth development curriculum included sessions on team building, community pride, healthy eating, physical activity, and advocacy. Photovoice methods were used to allow participants to assess their community and communicate findings with community leaders. The school garden curriculum included nutrition and gardening lessons. Formative evaluation was conducted for each session. Themes of the evaluation were: successful methods for engaging youth, issues in the social environment, and implications for program management. Evaluation results are discussed in relationship to relevant youth development literature to provide recommendations that will strengthen future programs.

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.

scholarly journals Contribution of Leisure Context, Motivation and Experience to the Frequency of Participation in Structured Leisure Activities among Adolescents

2022 ◽  
Vol 19 (2) ◽  
pp. 877
Author(s):  
Matea Belošević ◽  
Martina Ferić
Keyword(s):  
Identity Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Leisure Time ◽  
Leisure Activities ◽  
The Other ◽  
Peer Influences ◽  
Hierarchical Regression ◽  
Regression Analyses

Leisure time is considered an important context for adolescent development. The purpose of this article is to investigate what contributes to the frequency of adolescents’ participation in structured leisure activities (SLA). Participants were aged 14–21 years (M = 18.87, SD = 1.23) and 44.8% of participants were female. Hierarchical regression analyses were conducted. Results indicate that boys and adolescents who perceive the context of participation in SLA as safe, are externally or intrinsically motivated, and perceive that participation has contributed to their identity development and experiences of initiative, as well as their experiences of stress, are more likely to participate frequently in SLA. On the other hand, these findings indicate that girls and adolescents who are unmotivated to participate in SLA and who experience negative peer influences while participating in SLA are less likely to frequently participate in SLA. It can be concluded that it is important to think much more broadly than just the setting of the activities themselves when promoting young people’s participation in SLA. Some of the features of SLA that promote positive youth development are presented in this paper.

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