scholarly journals Measuring Positive Youth Development in Slovenia with a Focus on Gender and School-Level Differences

2021 ◽  
pp. 77-105
Author(s):  
Tina Pivec
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
School Level

scholarly journals The Role of Positive Youth Development, Educational Policy, and Cultural Relevancy in School Settings

2019 ◽  
Vol 8 (2) ◽  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Students Of Color ◽  
School Level ◽  
Cultural Relevancy ◽  
School Communities ◽  
Education Legislation ◽  
School Settings ◽  
Federal Education Legislation

Changes in federal education legislation have presented scholars, educational activists, and educators with an opportunity to influence educational outcomes that are youth-centered and youth-driven, specifically among students of color in underserved schools. Opportunities for youth to initiate, design, implement, and evaluate district programs and interventions are beneficial not only to youths’ intrinsic development, but also to the school communities in which they spend the most time. This article links the growth and promotion of positive youth development (PYD) theories and programming to current federal policy changes that support the inclusion of youth in school reform. The authors also discuss historical PYD programming, the role of cultural relevance in educational settings, and future areas of PYD research at the school level.

scholarly journals Combating School Bullying through Developmental Guidance for Positive Youth Development and Promoting Harmonious School Culture

2011 ◽  
Vol 11 ◽  
pp. 2266-2277 ◽  
Author(s):  
Eadaoin K. P. Hui ◽  
Sandra K. M. Tsang ◽  
Bella C. M. Law
Keyword(s):  
Hong Kong ◽  
School Culture ◽  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Bullying ◽  
School Level ◽  
Developmental Guidance ◽  
Whole School ◽  
Development Paradigm

Bullying and violence, which can bring detrimental effects, are situations which young people have to face in their process of development. Though school bullying has been a spreading and explicit problem in Hong Kong schools, most of the programs or guidelines dealing with the problem lack citywide, recognized initiatives and the effectiveness of these programs is unknown due to the lack of evaluation. The present paper discusses preventing school bullying from a developmental guidance perspective, using the positive youth development paradigm and promoting the values of harmony and forgiveness at the whole-school level to cultivate a harmonious school culture as a way of combating school bullying.

Positive youth development: Assessing the interaction between intentional self-regulation and motivation

2013 ◽  
Author(s):  
G. John Geldhof ◽  
Michelle B. Weiner ◽  
Jennifer P. Agans ◽  
Megan Kiely Mueller ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Intentional Self Regulation

PROMOTING POSITIVE YOUTH DEVELOPMENT: A SCHOOL GARDEN NARRATIVE

2017 ◽  
Vol 14 (2) ◽  
pp. 135-150
Author(s):  
Andile Mji
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Qualitative Data ◽  
Development Programme ◽  
School Garden ◽  
Narrative Perspective ◽  
Resultant Effect

This study reports on a programme encapsulating the ideals of positive youth development. Here, a specific narrative of an observed problem, how youths were encouraged to participate in activities and the resultant effect of interactions, is described. Participants were 118 learners, 67 (56.8%) of whom were females. The learners were in Grades 10, 11 and 12 with ages ranging between 16 years and 18 years. The programme learners participated in starting and tending gardens at school. Here, the aim was to determine how exposing learners to an empowering environment resulted in building their competencies. Specifically, this article determined what lessons learners learnt from the development programme and whether attributes of positive youth development could be extracted from learners’ utterances. Qualitative data using open-ended interviews and following a narrative perspective were collected. Findings revealed that learners changed, learned to share and understood what it meant to work with others. Also, their utterings were consistent with competencies illustrating positive youth development. The findings illustrated the importance and value of positive programmes among the youth.

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