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Richard M Lerner - One of the best experts on this subject based on the ideXlab platform.
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The End of the Beginning: Evidence and Absences Studying Positive Youth Development in a Global Context
Adolescent Research Review, 2019Co-Authors: Richard M Lerner, Jacqueline V Lerner, Steinunn Gestsdottir, Elizabeth M. Dowling, G J Geldhof, Pamela Ebstyne King, Jonathan M. Tirrell, Kate Williams, Guillermo Iraheta, Alistair T. R. SimAbstract:Relational Developmental systems metatheory frames many contemporary models of human Development, including two strengths-based approaches to enhancing the lives of diverse children and adolescents, the Positive Youth Development (PYD) perspective and resilience science. Both approaches emphasize the potential for plasticity in human Development, and the systematic changes that arise through mutually influential relations between the individual and the multiple, integrated levels of the dynamic Developmental system. After discussing the similarities and differences in these two approaches, different models of PYD are discussed in relation to how descriptions, explanations, and attempts at optimizations of the Development of diverse Youth are enacted within these conceptions. The substantive and research challenges associated using PYD models to enhance the lives of diverse global Youth are highlighted, and the implications for future PYD research in international settings, and specifically among poor Youth developing within the majority world, are discussed.
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commentary studying and testing the Positive Youth Development model a tale of two approaches
Child Development, 2017Co-Authors: Richard M LernerAbstract:Interest in promoting Positive Development among children and adolescents has always been a focus of Developmental science. Historically, many researchers framed this interest using a deficit model that sought to optimize Positive Development by reducing problems. In the context of the articles in this special section, the author discuss a different conception of Positive Youth Development that has emerged across the past 25 years, one that capitalizes on human plasticity and tests a strength-based model (instead of a deficit one). This model seeks to identify the process that could enhance the attributes of young people that are valued by them and others (e.g., parents, peers, teachers, mentors, coaches, and faith leaders), as compared to processes that reduce or prevent undesirable characteristics.
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researcher practitioner collaborations applying Developmental science to understand sport participation and Positive Youth Development
Journal of community engagement and higher education, 2017Co-Authors: Andrea Vest Ettekal, Jennifer P. Agans, Lily S Konowitz, Tina Syer, Richard M LernerAbstract:We report data from the first year of a three-year collaboration between a sport-based Youth Development program, Positive Coaching Alliance (PCA), and a university-based research institute. The theory of change of PCA was tested with Youth athletes, representing multiple sport types (e.g., individual/team) and seasons (e.g., fall/winter), who completed self-report surveys indexing a key facet of Positive Youth Development—character. Noting assets and challenges of such researcher-practitioner collaborations, we discuss the results of the first year of data derived from this collaboration and differences in their use to the researchers and practitioners. Using this collaboration as a sample case, we discuss implications for refining how Developmental scientists can advance outreach scholarship, and specifically researcher-practitioner engagement, through the use of Developmental theory and methodology.
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let s talk after school the promises and challenges of Positive Youth Development for after school research policy and practice
2017Co-Authors: Nancy L Deutsch, Patrick H Tolan, Dale A Blyth, Janet Kelley, Richard M LernerAbstract:The field of after-school programming for Youth has grown substantially in the past 25 years, theoretically, methodologically, and practically. With increasingly sophisticated Developmental lenses (e.g., Positive Youth Development) and methods (e.g., mixed methods, advanced growth modeling techniques), we are now at a point where the field is ready for more and better integration of research and practice. We present an overview of both what is known and what the field needs to address to optimize program opportunities to best serve all Youth. We focus on three major areas: (a) understanding what after-school programs do; (b) how we study after-school programs, and; (c) what we do with the resulting evidence. We argue that researchers, practitioners and policy makers must hone conceptual models, constructs and measures, evaluation designs, and practical and theoretical questions about after school programming to provide information that is useful in determining not only whether particular programs are helping Youth, but also how they are helping and how they could help more.
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evaluating programs aimed at promoting Positive Youth Development a relational Development systems based view
Applied Developmental Science, 2016Co-Authors: Richard M Lerner, Jacqueline V Lerner, Jennifer Brown Urban, Jon ZaffAbstract:ABSTRACTWhether discussing the process involved in Positive Youth Development (PYD), articulating an approach (or philosophy) of Youth programs associated with PYD, or enacting a program aimed at promoting PYD, ideas derived from relational Developmental systems (RDS) metatheory are pertinent. Accordingly, we discuss the RDS metamodel and explain the approach to PYD research and to PYD program evaluation associated with it. We suggest that the approach to research and evaluation derived from RDS-based ideas offers Developmental scientists a set of ideas and tools for research and evaluation methodology that contrast in several ways to methodology associated with different metatheoretical bases. We present a model of program evaluation, termed Evolutionary Evaluation, as a sample case of such an RDS-based approach. We discuss RDS-based approaches to understanding causality and, as well, to using theory-based research and evaluation to promote social justice.
Daniel T. L. Shek - One of the best experts on this subject based on the ideXlab platform.
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Positive Youth Development current perspectives
Adolescent Health Medicine and Therapeutics, 2019Co-Authors: Daniel T. L. Shek, Diya Dou, Xiaoqin Zhu, Wenyu ChaiAbstract:This review outlines the current perspectives on Positive Youth Development (PYD). Besides presenting the diverse theoretical roots contributing to PYD approaches, this review also introduces several PYD perspectives, including Benson's 40 Developmental assets, Lerner's 5Cs and 6Cs conceptions, Catalano's 15 PYD constructs, social-emotional learning (SEL) and the "being" perspective (character and spirituality). A comparison of the different PYD models in terms of theoretical orientation, the role of community, spirituality, character/morality, thriving, "being" versus "doing" and origin is also presented. The review suggests three future research directions, including the Development of spirituality and character approaches to PYD, differentiating the role of "being" versus "doing" in PYD and construction of PYD models as well as conducting related research in non-Western contexts.
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correction to changes in the participants in a community based Positive Youth Development program in hong kong objective outcome evaluation using a one group pretest posttest design
Applied Research in Quality of Life, 2019Co-Authors: Cecilia M S, Daniel T. L. Shek, Jenna M T ChenAbstract:Project “P.A.T.H.S.” has been shown to be effective in promoting Positive Development outcomes among Chinese adolescents in the school context. However, little is known whether the benefits can also be found in other settings. The purposes of the study was to investigate the changes in psychosocial outcomes among Hong Kong Chinese adolescents after participating in a community-based Positive Youth Development (PYD) program. Using a one-group pretest-posttest design, junior high school students (N = 17,544) were invited to join the universal prevention program (the Tier 1 Program) and/or the selective prevention program (the Tier 2 Program). 10,807 students whose pre-and post-test data were successfully matched. The students responded to validated outcome measures assessing PYD outcomes, life satisfaction and thriving at pretest and posttest. Consistent with the hypotheses, students showed Positive change on different Developmental outcomes after joining the program. Amongst the different programs, students in the Tier 2 Program had significant improvement in all Developmental outcome indicators. While limitations of the one-group pretest-posttest design and the alternative explanations are duly acknowledged, the present study suggests that the community-based Project P.A.T.H.S. is a promising approach to promote Positive Youth Development, life satisfaction and thriving of adolescents, a conclusion which is consistent with the existing evaluation findings of the project. Building from previous school-based research, the present study extends the literature by showing the effectiveness of a Positive Youth prevention program in a community context. Limitations of the study design (e.g., an absence of a control group) are discussed.
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objective outcome evaluation of a Positive Youth Development program the project p a t h s in hong kong
Research on Social Work Practice, 2019Co-Authors: Cecilia M S, Daniel T. L. ShekAbstract:Objective:The present study explored the outcomes of a Positive Youth Development (PYD) program entitled “Project P.A.T.H.S.” based on a total of 12,281 Chinese adolescents in Hong Kong.Method:To u...
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longitudinal influences of Positive Youth Development and life satisfaction on problem behaviour among adolescents in hong kong
Social Indicators Research, 2013Co-Authors: Rachel C F Sun, Daniel T. L. ShekAbstract:The cross-sectional and longitudinal influences of Positive Youth Development and life satisfaction on adolescent problem behaviour were examined in this study. The respondents were 4,523 Chinese students recruited from 43 secondary schools in Hong Kong, and the study followed them from Grade 7, Grade 9 to Grade 11. Repeated measurements employing validated self-reported assessment tools were used. Analyses using structural equation modelling showed that Positive Youth Development directly influenced life satisfaction and reduced problem behaviour at Grades 7 and 9. However, the direct effect of Positive Youth Development on problem behaviour was mediated by life satisfaction at Grade 11. The mediating effect of life satisfaction on the enhancement of future Positive Youth Development was also discovered. These pioneer longitudinal findings contribute to the existing literature in delineating the causal and mediating roles of Positive Youth Development and life satisfaction in adolescent problem behaviour, particularly in the Chinese context.
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Positive Youth Development life satisfaction and problem behaviour among chinese adolescents in hong kong a replication
Social Indicators Research, 2012Co-Authors: Daniel T. L. ShekAbstract:The purpose of this replication study was to examine the relationships among life satisfaction, Positive Youth Development and problem behaviour. The respondents were 7,151 Chinese Secondary 2 (Grade 8) students (3,707 boys and 3,014 girls) recruited from 44 schools in Hong Kong. Validated assessment tools measuring Positive Youth Development, life satisfaction and problem behaviour were used. As predicted, Positive Youth Development was Positively correlated with life satisfaction, and Positive Youth Development and life satisfaction were negatively correlated with adolescent problem behaviour. Based on a series of structural equation models, the present findings replicated the previous findings that adolescents with a higher level of Positive Youth Development were more satisfied with life and had lesser problem behaviour, with higher level of life satisfaction and lower level of problem behaviour mutually influencing each other. These replicated findings provide a further advance in the literature on Positive Youth Development, particularly in the Chinese context. Implications for future research and intervention were discussed.
Edmond P. Bowers - One of the best experts on this subject based on the ideXlab platform.
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Positive Youth Development and relational Developmental systems
Handbook of Child Psychology and Developmental Science, 2015Co-Authors: Richard M Lerner, Edmond P. Bowers, Jacqueline V Lerner, John G GeldhofAbstract:Interests in the strengths of Youth, the plasticity of human Development, and the concept of resilience coalesced in the 1990s to foster the Development of the concept of Positive Youth Development (PYD). As discussed by Hamilton (1999), the concept of PYD was understood in at least three interrelated but nevertheless different ways: (1) as a Developmental process; (2) as a philosophy or approach to Youth programming; and (3) as instances of Youth programs and organizations focused on fostering the healthy or Positive Development of Youth. We use concepts drawn from relational Developmental systems theories and the tripartite conception of PYD suggested by Hamilton as frames to review the literature on (a) the different theoretical models of the PYD Developmental process; (b) philosophical ideas about, or conceptual approaches to, the nature of Youth programming with a special emphasis on the model of PYD with the most extensive empirical support, the Five Cs Model of PYD; and (c) key instances of programs aimed at promoting PYD. We also discuss the conceptual and practical problems in integrating these three facets of PYD scholarship, and conclude by explaining why understanding complex Development requires multimethod integration as well as an integration of ideographic and nomothetic perspectives. Keywords: embodiment; multimethod integration; Positive Youth Development; relational Developmental systems theories; resilience; Youth programs
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Longitudinal Analysis of a Very Short Measure of Positive Youth Development
Journal of Youth and Adolescence, 2014Co-Authors: G J Geldhof, Edmond P. Bowers, Christopher M. Napolitano, Megan Kiely Mueller, Kristina Schmid Callina, Richard M LernerAbstract:As Developmental scientists cease to perceive adolescence as a period of inevitable turmoil and adopt the Positive Youth Development (PYD) perspective, psychometrically sound measurement tools will be needed to assess adolescents’ Positive attributes. In this article we examine the longitudinal stability of the very short version of the PYD scale developed as part of the 4-H Study of PYD. Using a sample of 7,071 adolescents (60 % female) followed between Grades 5 and 12, our results suggest general stability of PYD across adolescence, both in terms of mean levels and rank-order stability. We also show that both a global measure of PYD and the individual Five Cs of PYD consistently correlate with important criterion measures (i.e., contribution, depressive symptoms, and problem behaviors) in expected ways. Although our results suggest weak relationships among our three criteria, we especially note that across adolescence PYD becomes more strongly correlated with contribution but less strongly correlated with depressive symptoms, and that confidence becomes more strongly related to depressive symptoms. We discuss implications for use of the present PYD measure in Youth Development programs.
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creation of short and very short measures of the five cs of Positive Youth Development
Journal of Research on Adolescence, 2014Co-Authors: G J Geldhof, Edmond P. Bowers, Jacqueline V Lerner, Michelle J. Boyd, Megan K. Mueller, Kristina L. Schmid, Christopher M. Napolitano, Richard M LernerAbstract:As Developmental scientists seek to index the strengths of adolescents and adopt the Positive Youth Development (PYD) perspective, psychometrically sound measurement tools will be needed to assess adolescents’ Positive attributes. Using a series of exploratory factor analyses and CFA models, this research creates short and very short versions of the scale used to measure the Five Cs of PYD in the 4-H Study of Positive Youth Development. We created separate forms for earlier versus later adolescence and ensured that items displayed sufficient conceptual overlap across forms to support tests of factorial invariance. We discuss implications for further scale Development and advocate for the use of these convenient tools, especially in research and applications pertinent to the Five Cs model of PYD.
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Positive Youth Development
Oxford Bibliographies Online Datasets, 2014Co-Authors: Jacqueline V Lerner, Erin Phelps, Yulika Forman, Edmond P. BowersAbstract:Individual Strengths and Positive Development Programs, Communities and Societies as Contexts for PYD Resilience and Positive Youth Development Positive Youth Development and Developmental Systems Theory Features of the PYD Perspective Empirical Status of The PYD Perspective: The 4-H Study of Positive Youth Development Conclusions and Future Directions Keywords: Positive Youth Development; resilience; well-being; thriving; systems theory
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Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development
Journal of Youth and Adolescence, 2013Co-Authors: G J Geldhof, Edmond P. Bowers, Richard M LernerAbstract:The Positive Youth Development perspective, a strength-based relational Developmental systems model that focuses on mutually influential relationships between individuals and contexts, has been used to study thriving across the second decade of life. However, more attention has been paid empirically to identifying the features of the individual (e.g., intentional self regulation, hope, or purpose) or to enumerating the role of context - general ecological assets than to the nature of individual-context relationships linked to thriving within specific contexts. The goal of this special section is to provide initial research reports about context-specific instances of the thriving process. The research focuses on two contexts where many Youth spend a considerable amount, and often the majority, of their time—school and out-of-school time sports activities.
Jacqueline V Lerner - One of the best experts on this subject based on the ideXlab platform.
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The End of the Beginning: Evidence and Absences Studying Positive Youth Development in a Global Context
Adolescent Research Review, 2019Co-Authors: Richard M Lerner, Jacqueline V Lerner, Steinunn Gestsdottir, Elizabeth M. Dowling, G J Geldhof, Pamela Ebstyne King, Jonathan M. Tirrell, Kate Williams, Guillermo Iraheta, Alistair T. R. SimAbstract:Relational Developmental systems metatheory frames many contemporary models of human Development, including two strengths-based approaches to enhancing the lives of diverse children and adolescents, the Positive Youth Development (PYD) perspective and resilience science. Both approaches emphasize the potential for plasticity in human Development, and the systematic changes that arise through mutually influential relations between the individual and the multiple, integrated levels of the dynamic Developmental system. After discussing the similarities and differences in these two approaches, different models of PYD are discussed in relation to how descriptions, explanations, and attempts at optimizations of the Development of diverse Youth are enacted within these conceptions. The substantive and research challenges associated using PYD models to enhance the lives of diverse global Youth are highlighted, and the implications for future PYD research in international settings, and specifically among poor Youth developing within the majority world, are discussed.
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evaluating programs aimed at promoting Positive Youth Development a relational Development systems based view
Applied Developmental Science, 2016Co-Authors: Richard M Lerner, Jacqueline V Lerner, Jennifer Brown Urban, Jon ZaffAbstract:ABSTRACTWhether discussing the process involved in Positive Youth Development (PYD), articulating an approach (or philosophy) of Youth programs associated with PYD, or enacting a program aimed at promoting PYD, ideas derived from relational Developmental systems (RDS) metatheory are pertinent. Accordingly, we discuss the RDS metamodel and explain the approach to PYD research and to PYD program evaluation associated with it. We suggest that the approach to research and evaluation derived from RDS-based ideas offers Developmental scientists a set of ideas and tools for research and evaluation methodology that contrast in several ways to methodology associated with different metatheoretical bases. We present a model of program evaluation, termed Evolutionary Evaluation, as a sample case of such an RDS-based approach. We discuss RDS-based approaches to understanding causality and, as well, to using theory-based research and evaluation to promote social justice.
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Positive Youth Development and relational Developmental systems
Handbook of Child Psychology and Developmental Science, 2015Co-Authors: Richard M Lerner, Edmond P. Bowers, Jacqueline V Lerner, John G GeldhofAbstract:Interests in the strengths of Youth, the plasticity of human Development, and the concept of resilience coalesced in the 1990s to foster the Development of the concept of Positive Youth Development (PYD). As discussed by Hamilton (1999), the concept of PYD was understood in at least three interrelated but nevertheless different ways: (1) as a Developmental process; (2) as a philosophy or approach to Youth programming; and (3) as instances of Youth programs and organizations focused on fostering the healthy or Positive Development of Youth. We use concepts drawn from relational Developmental systems theories and the tripartite conception of PYD suggested by Hamilton as frames to review the literature on (a) the different theoretical models of the PYD Developmental process; (b) philosophical ideas about, or conceptual approaches to, the nature of Youth programming with a special emphasis on the model of PYD with the most extensive empirical support, the Five Cs Model of PYD; and (c) key instances of programs aimed at promoting PYD. We also discuss the conceptual and practical problems in integrating these three facets of PYD scholarship, and conclude by explaining why understanding complex Development requires multimethod integration as well as an integration of ideographic and nomothetic perspectives. Keywords: embodiment; multimethod integration; Positive Youth Development; relational Developmental systems theories; resilience; Youth programs
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creation of short and very short measures of the five cs of Positive Youth Development
Journal of Research on Adolescence, 2014Co-Authors: G J Geldhof, Edmond P. Bowers, Jacqueline V Lerner, Michelle J. Boyd, Megan K. Mueller, Kristina L. Schmid, Christopher M. Napolitano, Richard M LernerAbstract:As Developmental scientists seek to index the strengths of adolescents and adopt the Positive Youth Development (PYD) perspective, psychometrically sound measurement tools will be needed to assess adolescents’ Positive attributes. Using a series of exploratory factor analyses and CFA models, this research creates short and very short versions of the scale used to measure the Five Cs of PYD in the 4-H Study of Positive Youth Development. We created separate forms for earlier versus later adolescence and ensured that items displayed sufficient conceptual overlap across forms to support tests of factorial invariance. We discuss implications for further scale Development and advocate for the use of these convenient tools, especially in research and applications pertinent to the Five Cs model of PYD.
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profiles of problematic behaviors across adolescence covariations with indicators of Positive Youth Development
Journal of Youth and Adolescence, 2014Co-Authors: Miriam R Arbeit, Jacqueline V Lerner, Sara K Johnson, Robey B Champine, Kathleen N Greenman, Richard M LernerAbstract:Previous analyses of data from the 4-H Study of Positive Youth Development (PYD) have examined concurrent trajectories of Positive Development and risk/problem behaviors among adolescents, finding complex and not necessarily inverse relationships among them. In this article, we expand on prior research by employing a person-centered approach to modeling risk behaviors, assessing Development from approximately 6th grade through 12th grade among 4,391 adolescents (59.9 % female). Latent profiles involving the problematic behaviors of delinquency, depressive symptoms, substance use, sexual activity, disordered eating behaviors, and bullying were then assessed for concurrent relationships with the Five Cs of PYD: Competence, Confidence, Character, Caring, and Connection. We found six latent profiles, based primarily on mental health, aggression, and alcohol use, with significant differences in Confidence levels among many of the profiles, as well as some differences in the four other Cs. We discuss directions for future research and implications for application to Youth policies and programs.
Chris Bonell - One of the best experts on this subject based on the ideXlab platform.
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what is Positive Youth Development and how might it reduce substance use and violence a systematic review and synthesis of theoretical literature
BMC Public Health, 2015Co-Authors: Chris Bonell, Kate Hinds, Kelly Dickson, James Thomas, Adam Fletcher, Simon Murphy, G J Melendeztorres, Rona CampbellAbstract:Preventing adolescent substance use and Youth violence are public health priorities. Positive Youth Development interventions are widely deployed often with the aim of preventing both. However, the theorised mechanisms by which PYD is intended to reduce substance use and violence are not clear and existing evaluated interventions are under-theorised. Using innovative methods, we systematically searched for and synthesised published theoretical literature describing what is meant by Positive Youth Development and how it might reduce substance use and violence, as part of a broader systematic review examining process and outcomes of PYD interventions.