Exploring the Psychosocial Antecedents of Sustainable Behaviors through the Lens of the Positive Youth Development Approach: A Pioneer Study

The current study explored, in a sample of 219 young Italian adults (105 M; 114 F; mean age = 22.10 years; SD = 2.69; age range = 18–29), the contribution of the five psychosocial skills (Five Cs) identified by the Positive Youth Development approach (competence, confidence, character, connection, and caring) to sustainable behaviors, including pro-ecological, frugal, altruistic. and equitable actions. We performed four regression analyses, in which the Five Cs were the independent variables and pro-ecological, frugal, altruistic, and equitable behaviors were the dependent ones. Results reveal that character predicted pro-ecological and frugal behaviors, whereas competence was a significant antecedent of altruism. In addition, we found that caring predicted pro-ecological and altruistic actions while connection was a positive predictor of equity. These findings suggest that psychosocial resources could be crucial for sustainability, opening new possibilities for research and intervention in order to promote sustainable practices that could guarantee the well-being of the present and forthcoming generations. Limits and future research directions are also discussed.

The Importance of Positive Psychological Strengths in Well-Being and Adjustment of Romanian Emerging Adults: A Pattern and Variable-Oriented Approach

Transition to adulthood in countries that have seen recent historical structural changes in society as well as changes in what it means to be an adult represents important contexts for investigations of ways in which positive development and transition to adulthood are experienced. Situated in such context, this cross-sectional study aimed to (1) describe profiles of positive psychological strengths, as measured by the Five Cs of positive youth development (PYD) and (2) document how identified profiles might differ in relation to other aspects of positive and problematic development. Participants were 272 Romanian emerging adults attending university (76% female; aged 19–29 years old, Mage = 21 years old). Latent class analysis was performed to identify patterns of psychological strengths using the Five Cs theory of positive youth development. Pairwise Wald chi square difference tests were then conducted to determine if the identified Five Cs profiles were associated with significant differences in other key outcomes. Findings indicated that, a two-class model emerged as the best fitting model, and in this model, Class 1 was similar to Class 2 on strengths of competence, confidence, and connection. However, the two classes were distinguishable by caring and character, with Class 2, the numerically more common profile (89%), being elevated on character and caring relative to Class 1 (which was a less frequently occurring profile, 11%). This finding highlights the importance of examining the diversity of positive development, even within the same theoretical framework. Further results indicated that the two identified classes showed similarities in problematic behaviors as well as in purpose in life and psychological complaints. Other group difference tests by profile/class indicated that Class 2 was higher in general and social well-being relative to Class 1, with a trend in the same direction for hope. However, an unexpected finding was that Class 2 was also elevated in somatic complaints relative to Class 1. These are important findings not only because of the contribution to the generalizability of the Five Cs theory and measure but also because of the implications of the findings to research, policy, and practice in the Romanian context and beyond.

INTEGRATING STUDENTS WITH REFUGEE AND ASYLUM SEEKER BACKGROUNDS INTO SCHOOL: TEACHERS’ PERSPECTIVES

The critical aspect of refugee and asylum seeker education has become almost a worldwide phenomenon. The difficulties of language, culture, acceptance and resettlement all impact on a school’s capacity to support these students and ensure that they access to best educational opportunities possible in many countries which are dominated by neoliberalized education systems. Neoliberalized education systems are dominated by the five Cs (Competitiveness, Conformity, Conservatism, Convention and Commerce) and are the antithesis of the European educational child-centred traditions conceived by Pestalozzi, Froebel, Steiner and others. This writing draws on a research project designed to establish the perspectives of members of a school community about belonging. It was conducted in a primary school in urban Australia which has a reputation for developing inclusive practices and an ethos of belonging for its diverse homeland population and its refugee and asylum seeker population which comprised 40% of the school enrolment at the time of the investigation. The research indicated the importance of the teacher perspectives, values and beliefs and has implications for teachers of refugee and asylum seeker students everywhere. It also has implications for preservice teacher education and the importance of preparation to specifically support these cohorts of students and their communities in addition to being flexible and open to change.

Internal attachment relationships: the five Cs versus the two Ds

This article explores ways of creating more secure internal attachment within complex dissociative systems characterised by multiple selves whose interactions can be problematic. Its focus is on building a supportive external and internal environment based on the five Cs: compassion, communication, co-operation, connection, and co-consciousness. A conceptual framework is outlined on the use of the five Cs at each stage of therapy. These concepts are recognised as in direct conflict with survival strategies based on the two Ds: disconnection and dissociation. Therapeutic issues presenting challenges for both client and therapist in pursuit of a changed state of mind and restructured internal relationships are considered.

Financial and Human Capital of Microentrepreneurs and Financing by Microfinance Institutions (MFIs) in Cameroon

Objective –This study determines the nature and the direction of how financial and human capital influence the financing of microentrepreneurs in Cameroon. Compared with past research, this work uses existing microentrepreneurs only, which are considered as the only ones having access to the financing of MFIs. Methodology/Technique – This study employs an explanatory approach and uses the Five Cs model and primary data to explain the influence of financial capital (capacity, collateral, capital and condition) and human capital (character) on the financing of microentrepreneurs by MFIs. Findings – On the one hand, the findings show that character, capacity and collateral significantly increase financing of microentrepreneurs by MFIs. On the other hand, the findings reveal that that condition is significant and has an inverse relationship with lending to microentrepreneurs. Collateral was found to be not significant. Novelty: Compared with past research, this work uses existing microentrepreneurs only, which are considered as the only ones having access to the financing of MFIs. This study examines the relationship between financial and human capital to capacity, collateral capital and condition and character of microentrepreneurs. Type of Paper: Empirical Keywords: Capacity; Character Collateral; Condition; Capital; Financing of Microentrepreneurs; Microfinance Institutions. Reference to this paper should be made as follows: Serge, M.E. 2019. Financial and Human Capital of Microentrepreneurs and Financing by Microfinance Institutions (MFIs) in Cameroon, J. Fin. Bank. Review 4 (3): 98 – 107. https://doi.org/10.35609/jfbr.2019.4.3(3) JEL Classification: G21, G32, L22, O15.

The Five Cs of Positive Youth Development in an Aotearoa/New Zealand Program Context

This study took a qualitative look at an Aotearoa/New Zealand-based positive youth development outdoor-education program in schools using the 5 Cs model of positive youth development. The viewpoints of young people, parents, and teachers were gathered, providing an opportunity to explore additional perspectives of the 5 Cs. All 5 Cs were seen to be present in the program and the 6th C of contribution was also observed. The Cs of competence, confidence and connection featured strongly, whilst the C of connection appeared to be important to young people’s experience of the program. Young people and adults prioritized different outcomes, with adults focusing more on future impacts and young people identifying more immediate benefits. The findings of this study add to an understanding of the 5 Cs model beyond the American context and highlight areas for future research.

Psychological Engagement and Behavioral Activity Participation As Predictors of Positive Youth Development

Youth’s structured (e.g., sports) and unstructured (e.g., socializing) activities are key contexts for positive development. Both behavioral participation (e.g., frequency) and elements of psychological engagement (e.g., enjoyment, challenge) in programs and activities have been linked to components of youth development. We tested a model in which both psychological engagement and behavioral participation in activities predicted overall positive youth development in older adolescent and emerging adult samples (Sample 1, n = 235, mean age = 18.7 years, SD = 1.4 years, 67.7% female; Sample 2, n = 186, mean age = 20.0 years, SD = 2.1 years, 68.8% female). In the first known study to include behavioral participation and multidimensional psychological engagement in predicting the Five Cs of positive youth development, we found that greater psychological engagement, but not behavioral participation, was related to higher positive youth development across samples and different activity types. Findings suggest that promoting youth’s psychological engagement in programs and other activities, rather than just their physical presence, may be advantageous for strengthening positive youth development.

Application of Whiteheadian Creativity to Corporate Creativity: A Five Cs Creativity Model

Creative abstract imagination is important in creativity. We propose a five Cs creativity model. 3Cs from individual creativity and 2Cs from organizational structure.<br>