scholarly journals Critical Positive Youth Development: A Framework for Centering Critical Consciousness

2020 ◽  
Vol 15 (6) ◽  
pp. 24-43
Author(s):  
Maru Gonzalez ◽  
Michael Kokozos ◽  
Christy M. Byrd ◽  
Katherine E. McKee
Keyword(s):  
Critical Theory ◽  
Youth Development ◽  
Positive Youth Development ◽  
Lived Experiences ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Political Efficacy ◽  
Critical Action ◽  
Critical Understanding

While positive youth development (PYD) has proven beneficial in developing youth’s strengths, fomenting youth–adult partnerships, and cultivating leadership, missing from the framework is a critical understanding of the role and impact of power, privilege, and oppression on young people’s development and lived experiences. To address this absence, we developed a critical positive youth development (CPYD) framework. Bridging positive youth development (PYD) with critical theory, CPYD positions critical consciousness—consisting of critical reflection, political efficacy, and critical action—as the 7th C of PYD and as integral to both the learning process and healthy socioemotional development. This paper introduces the CPYD framework and examines implications and applications for practitioners, including exploring the role of storytelling as an effective method through which to apply CPYD and highlighting one specific example. 

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.

Intentional Self Regulation in Middle Adolescence: The Emerging Role of Loss-based Selection in Positive Youth Development

2010 ◽  
Vol 39 (7) ◽  
pp. 764-782 ◽  
Author(s):  
Steinunn Gestsdottir ◽  
Edmond Bowers ◽  
Alexander von Eye ◽  
Christopher M. Napolitano ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Intentional Self Regulation ◽  
Middle Adolescence

Relationships With Parents, Identity Styles, and Positive Youth Development During the Transition From Adolescence to Emerging Adulthood

2017 ◽  
Vol 6 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Goda Kaniušonytė ◽  
Rita Žukauskienė
Keyword(s):  
Emerging Adulthood ◽  
Youth Development ◽  
Positive Youth Development ◽  
Autonomy Support ◽  
Positive Development ◽  
Positive Relationships ◽  
Identity Styles ◽  
Mediating Role ◽  
Supportive Parenting

The purpose of this study was to examine the links between relationships with parents, identity styles, and positive youth development (PYD), conceptualized as “contribution” to self, family, and community, in Lithuanian youth during the transition from adolescence to emerging adulthood. In Study I, we sought to examine how positive relationships with parents predict contribution with the potential mediating role of autonomy-supportive parenting. Participants ( N = 153) filled a self-reported questionnaire in the final year of school and 1 year later. In Study II, we aimed at investigating how parental autonomy support is related to the contribution and the potential mediating role of identity processing style. Participants ( N = 254) were assessed 1 year after graduating high school. Overall, the findings indicated that positive relationships with parents play an important role in successful adjustment and that this relationship is partially mediated by identity style. To conclude, the way in which parents respond to their children’s need for autonomy and relatedness affects the adequate identity management and overall positive development during emerging adulthood.

The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

2012 ◽  
Vol 24 (3) ◽  
pp. 201-206
Author(s):  
Florence K.Y. Wu ◽  
Daniel T.L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Process ◽  
Front Line ◽  
Youth Development Program ◽  
School Based ◽  
Front Line Workers

Abstract There is scant literature about identifying factors contributing to the success of the implementation of programs to help understand the interrelationships among multiple facets of implementation. In this paper, a front-line implementer reviewed the execution practice of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in her former school in terms of program, people, process, policy and place (5Ps). By examining the factors contributing to the success of the implementation, the authors intend to fill the gap between the research and the practical school-based front-line implementation. Although the program implementation process was examined in researchers’ “expert” perspective, it would be helpful if more research employed front-line workers as collaborators and participants in the implementation process to understand what actually happen in the program implementation process.

scholarly journals Implementing Positive Youth Development in Primary Physical Education: The Learning Trajectories of a Physical Education Department Head (Fomentar el Desarrollo Positivo de los Jóvenes en la Educación Física Primaria: Las Trayectorias de Aprendizaje de un

Retos ◽  
2020 ◽  
pp. 528-536
Author(s):  
Fernando Santos ◽  
Cláudio Farias ◽  
Ivo Van Hilvoorde ◽  
Daniel Gould ◽  
Paulo Pereira
Keyword(s):  
Physical Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Department Head ◽  
Learning Trajectory ◽  
Successful Implementation ◽  
Department Heads ◽  
Education Department ◽  
Physical Education Department

Abstract. To date no research has investigated the key mediation role of PE department heads in the successful implementation of Positive Youth Development (PYD) programmes. Thus, the purpose of this study was to examine the effects of a PYD-based intervention in the learning trajectory of a PE department head leading the implementation of a PYD programme. A PYD intervention was conducted over four months, which included several cycles of theoretical inputs interspersed with a series of PYD field applications. The principal participant in this study was an experienced PE department head who was supervising the work of 63 primary school PE teachers. Findings showed the PE department head progressed from a perspective of PYD as an inherent and naturally emerging outcome to an understanding of PYD as more structured programmes of activities that include a deliberate approach. Further research is needed to uncover effective mediation strategies that can best support the implementation of PYD at an institutional level. Resumen. Hasta la fecha, ningún estudio ha investigado el papel clave de mediación de los coordinadores de departamento de educación física en la implementación exitosa de los programas de Desarrollo Positivo de los Jóvenes (DPJ). Por lo tanto, el propósito de este estudio fue examinar los efectos de una intervención basada en DPJ en la trayectoria de aprendizaje de un coordinador de departamento de educación física que lidera la implementación de un programa DPJ. Se realizó una intervención para el DPJ durante cuatro meses, que incluyó varios ciclos de aportes teóricos intercalados con una serie de aplicaciones de campo. El principal participante en este estudio fue un experimentado coordinador de departamento de educación física que supervisaba el trabajo de 63 profesores de educación física primaria. Los resultados mostraron que el coordinador del departamento de educación física progresó desde una perspectiva de DPJ como un resultado inherente y naturalmente emergente a una comprensión de DPJ como programas de actividades más estructurados que incluyen un enfoque deliberado. Se necesita más investigación para descubrir estrategias de mediación efectivas que puedan apoyar mejor la implementación de DPJ a nivel institucional.Resumo. Até esta data não foram desenvolvidas investigações acerca do papel de mediação desempenhado por coordenadores do departamento de educação física na promoção do Desenvolvimento Positivo dos Jovens (DPJ). Assim, o objetivo deste estudo foi examinar os efeitos de uma intervenção centrada no DPJ na trajetória de aprendizagem de um coordenador de um departamento de educação física. Realizou-se uma intervenção centrada no DPJ, ao longo de quatro meses, que integrou múltiplos ciclos de investigação e implementação dos princípios associados ao DPJ. O participante neste estudo era um coordenador de um departamento de educação física que supervisionava 63 professores de educação física do primeiro ciclo. Os resultados apontam para a mudança de perspetiva do coordenador face ao DPJ, especificamente de uma abordagem que considerava o DPJ como uma consequência natural da prática para outra que considerava a necessidade de desenvolver programas estruturados com este objetivo. Futuros estudos necessitam de aceder às estratégias de mediação que melhor podem suportar a integração do DPJ a nível institucional. 

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