Social Sciences Safety Research

Youth Development and Social Support

Description

This cluster of papers explores the concept of positive youth development, focusing on the impact of youth development programs, extracurricular activities, and community engagement on adolescent development. It delves into the promotion of social skills, life skills development, and critical consciousness among young individuals, emphasizing the role of after-school and sport-based programs in fostering positive outcomes. The research also highlights the significance of civic participation and its influence on youth development.

Keywords

Youth Development Programs; Extracurricular Activities; Adolescent Development; Community Engagement; Civic Participation; Social Skills; After-School Programs; Life Skills Development; Critical Consciousness; Sport-Based Programs

After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what … After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. The book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs. Recognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth.
1. Developmental Science, Developmental Systems, and Contemporary Theories of Human Development (Richard M. Lerner). 2. Developmental Psychology: Philosophy, Concepts, Methodology (Willis F. Overton). 3. The Making of Developmental Psychology (Robert … 1. Developmental Science, Developmental Systems, and Contemporary Theories of Human Development (Richard M. Lerner). 2. Developmental Psychology: Philosophy, Concepts, Methodology (Willis F. Overton). 3. The Making of Developmental Psychology (Robert B. Cairns and Beverley D. Cairns). 4. Developmental Epistemology and Implications for Methodology (Jaan Valsiner). 5. The Significance of Biology for Human Development: A Developmental Psychobiological Systems Views (Gilbert Gottlieb, Douglas Wahlsten and Robert Lickliter). 6. Dynamic Systems Theories (Esther Thelen and Linda B. Smith). 7. Dynamic Development of Action and Thought (Kurt W Fischer and Thomas R. Bidell). 8. The Person in Context: A Holistic-Interactionistic Approach (David Magnusson and Hakan Stattin). 9. The Developing Person: An Experiential Perspective (Kevin Rathunde and Mihaly Csikszentmihalyi). 10. Action Perspectives on Human Development (J. Brandstadter). 11. Life Span Theory in Developmental Psychology (Paul B. Baltes, Ulman Lindenberger and Ursula M. Staudinger). 12. The Life Course and Human Development (Glen H. Elder and Michael J. Shanahan). 13. The Cultural Psychology of Development: One Mind, Many Mentalities (Richard A. Shweder, Jacqueline J. Goodnow, Giyoo Hatano, Robert A. Levine, Hazel R. Markus and Peggy J. Miller). 14. The Bioecological Model of Human Development (Urie Bronfenbrenner and Pamela A. Morris). 15. Phenomenologitcal and Ecological Systems Theory: Development of Diverse Groups (Margaret Beale Spencer). 16. Positive Youth Development: Theory, Research, and Applications (Peter L. Benson, Peter C. Scales, Stephen F. Hamilton and Arturo Sesma). 17. Religious and Spiritual Development Throughout the Life Span (Fritz K. Oser, W. George Scarlett and Anton Bucher). Author Index. Subject Index.
1. Introduction (Nancy Eisenberg). 2. The Development of the Person: Social Understanding, Relationships, Conscience, Self (Rosa A. Thompson). 3. Temperament (Mary K. Rothbart and John E. Bates). 4. Biology, Culture, … 1. Introduction (Nancy Eisenberg). 2. The Development of the Person: Social Understanding, Relationships, Conscience, Self (Rosa A. Thompson). 3. Temperament (Mary K. Rothbart and John E. Bates). 4. Biology, Culture, and Temperamental Biases (Jerome Kagan and Nathan A. Fox). 5. Emotional Development: Action, Communication, and Understanding (Carolyn Saarni, Joseph J. Campos, Linda A. Camras and David Witherington). 6. Personality Development (Avshalom Caspi and Rebecca L. Shiner). 7. Socialization Processes (Daphne Blunt Bugental and Joan E. Grusec). 8. Socialization in the Family: Etnnic and Ecological Perspectives (Ross D. Parke and Raymond Buriel). 9. The Self (Susan Harter). 10. Peer Interactions, Relationships, and Groups (Kenneth H. Rubin, William M. Bulkowski, and Jeffrey G. Parker). 11. Prosocial Development (Nany Eisenberg, Richard A. Fabes, and Tracy L. Spinrad). 12. Aggression and Antisocial Behavior in Youth (Kenneth A. Dodge, John D. Coie, and Donald Lynam). 13. The Development of Morality (Elliot Turiel). 14. Gender Development (Diane N. Ruble, Carol Lynn Martin, and Sheri A. Berebaum). 15. Development of Achievement Motivation (Allan Wigfield, Jacquelynne S. Eccles, Ulrich Schiefele, Robert W. Rosser, and Pamela Davis-Kean). 16. Adolescent Development in Interpersonal Context (W. Andrew Collins and Laurence Steinberg). Author Index. Subject Index.
R.M. Lerner, Foreword: Promoting Positive Youth Development Through Community and After-School Programs. Part 1. Social and Cultural Perspectives. J.L. Mahoney, R.W. Larson, J.S. Eccles, H. Lord, Organized Activities as Development … R.M. Lerner, Foreword: Promoting Positive Youth Development Through Community and After-School Programs. Part 1. Social and Cultural Perspectives. J.L. Mahoney, R.W. Larson, J.S. Eccles, H. Lord, Organized Activities as Development Contexts for Children and Adolescents. D.A. Kleiber, G.M. Powell, Historical Change in Leisure Activities During After-School Hours. D.W. Osgood, A.L. Anderson, J.N. Shaffer, Unstructured Leisure in the After-School Hours. D.M. Casey, M.N. Ripke, A.C. Huston, Activity Participation and the Well-Being of Children and Adolescents in the Context of Welfare Reform. S. Pedersen, E. Seidman, Contexts and Correlates of Out-of-School Activity Participation Among Low-Income Urban Adolescents. F.A. Villarruel, M. Montero-Sieburth, C. Dunbar, C.W. Outley, Dorothy, There Is No Yellow Brick Road: The Paradox of Community Youth Development Approaches for Latino and African American Urban Youth. B. Kirshner, J. O'Donoghue, M. McLaughlin, Youth-Adult Research Collaboration: Bringing Youth Voice to the Research Process. Part 2. Developmental Processes and Outcomes. R. Larson, D. Hansen, K. Walker, Everybody's Gotta Give: Development of Initiative and Teamwork Within a Youth Program. B.L. Barber, M.R. Stone, J.E. Hunt, J.S. Eccles, Benefits of Activity Participation: The Roles of Identity Affirmation and Peer Group Norm Sharing. H. Stattin, M. Kerr, J. Mahoney, A. Persson, D. Magnusson, Explaining Why a Leisure Context Is Bad for Some Girls and Not for Others. J.E. Jacobs, M.K. Vernon, J.S. Eccles, Activity Choices in Middle Childhood: The Roles of Gender, Self-Beliefs, and Parents' Influence. S.A. O'Neill, Youth Music Engagement in Diverse Contexts. T.K. Scanlan, M.L. Babkes, L.A. Scanlan, Participation in Sport: A Developmental Glimpse at Emotion. J.L. Duda, N. Ntoumanis, After-School Sport for Children: Implications of a Task-Involving Motivational Climate. H. McIntosh, E. Metz, J. Youniss, Community Service and Identity Formation in Adolescents. J.S. Eccles, The Present and Future of Research on Activity Settings as Developmental Contexts. Part 3. Integrating Research, Practice, and Policy. K. Pittman, J. Tolman, N. Yohalem, Developing a Comprehensive Agenda for the Out-of-School Hours: Lessons and Challenges Across Cities. J. Walker, M. Marczak, D. Blyth, L. Borden, Designing Youth Development Programs: Toward a Theory of Developmental Intentionality. J. Rhodes, R. Spencer, Someone to Watch Over Me: Mentoring Programs in the After-School Lives of Children and Adolescents. D.L. Vandell, L. Shumow, J. Posner, After-School Programs for Low-Income Children: Differences in Program Quality. S.A. Gerstenblith, D.A. Soule, D.C. Gottfredson, S. Lu, M.A. Kellstrom, S.C. Womer, S.L. Bryner, After-School Programs, Antisocial Behavior, and Positive Youth Development: An Exploration of the Relationship Between Program Implementation and Changes in Youth Behavior. J. Quinn, Building Effective Practices and Policies for Out-of-School Time.
In a longitudinal, randomized field experiment, we tested the impact of transformational leadership, enhanced hy training, on follower development and performance.Experimental group leaders received transformational leadership training, and control group … In a longitudinal, randomized field experiment, we tested the impact of transformational leadership, enhanced hy training, on follower development and performance.Experimental group leaders received transformational leadership training, and control group leaders, eclectic leadership training.The sample included 54 military leaders, their 90 direct followers, and 724 indirect followers.Results indicated the leaders in the experimental group had a more positive impact on direct followers' development and on indirect followers' performance than did the leaders in the control group.
This study extended previous research on changes in children’s self‐beliefs by documenting domain‐specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of … This study extended previous research on changes in children’s self‐beliefs by documenting domain‐specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self‐competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self‐perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self‐competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age‐related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.
A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions … A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previously effective skill training (SAFE: sequenced, active, focused, and explicit) moderated several program outcomes. One important implication of current findings is that ASPs should contain components to foster the personal and social skills of youth because youth can benefit in multiple ways if these components are offered. The second implication is that further research is warranted on identifying program characteristics that can help us understand why some programs are more successful than others.
Past research has treated self-esteem either as a social force or as a social product. However, this research has not given adequate attention to the reciprocal effects of the self-concept … Past research has treated self-esteem either as a social force or as a social product. However, this research has not given adequate attention to the reciprocal effects of the self-concept and various social and personal factors. A panel of 1886 adolescent boys is used to explore the reciprocal relationships between self-esteem and three problems of youth: juvenile delinquency; poor school performance; and psychological depression. Wefind that low self-esteem fosters delinquency and that delinquency may enhance self-esteem. These reciprocal effects differ among socioeconomic status groups. The relationship between self-esteem and school performance is primarily attributable to the effect of school performance on self-esteem. Finally, the causal relationship between self-esteem and depression is bidirectional. Substantive, methodological, and policy implications of these findings are discussed.
The philosophy guiding youth development programs-that resilience and competency building are central to helping youth navigate adolescence in healthy ways-provides the groundwork for an exciting and promising array of programs … The philosophy guiding youth development programs-that resilience and competency building are central to helping youth navigate adolescence in healthy ways-provides the groundwork for an exciting and promising array of programs for adolescents. Despite the number of programs or the importance of their objectives, whether they promote healthy adolescent development remains unclear because the definition of youth development programs is elusive and evolving. Drawing on both the literature and the results from a survey of highly regarded youth development programs, this article examines 3 defining characteristics of the youth development program-program goals, atmosphere, and activities. The results suggest a provisional definition of youth development programs based on the prevalent aspects of the goals, atmosphere, and activities reported by respondents. Youth development programs seek not only to prevent adolescents from engaging in health-compromising behaviors but to build their abilities and competencies. They do this by increasing participants' exposure to supportive and empowering environments where activities create multiple opportunities for a range of skill-building and horizon-broadening experiences. The operational definitions of the 3 features of youth development programs can serve as the starting point for the development of better measures to assess the type and quality of experiences youth experience through participation in youth development programs, and the programs' effectiveness at promoting positive developmental outcomes.
Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received … Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received little attention. The purpose of this study was to test an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement). Results of the study suggest that job involvement and career planning are antecedents of learning and behavior change. Future research directions and practical implications of the results are discussed.
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based … A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.
Background/Context Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of … Background/Context Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits of, and satisfaction from, learning. Each person contributes to the operations of the school and the care of the physical environment. School climate refers to spheres of school life (e.g. safety, relationships, teaching and learning, the environment) as well as to larger organizational patterns (e.g., from fragmented to cohesive or “shared” vision, healthy or unhealthy, conscious or unrecognized). These definitions were collaboratively developed and agreed upon at a consensus-building meeting of national practice and policy leaders organized in April 2007 by the National Center for Learning and Citizenship, Education Commission of the States, and the Center for Social and Emotional Education. Purpose/Objective/Research Question/Focus of Study This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other. Research Design This article uses several research methods to understand the current state of school climate research, policy, practice, and teacher education: historical analysis, a review of the literature, a national State Department of Education policy scan, and a national survey (N = 40) of building, district, and state educational leaders about school climate measurement and improvement practices. Findings/Results A review of the literature reveals that a growing body of empirical research indicates that positive school climate is associated with and/or predictive of academic achievement, school success, effective violence prevention, students’ healthy development, and teacher retention. There is a glaring gap between these research findings on the one hand, and state departments of education, school climate policy, practice guidelines, and teacher education practice on the other. Conclusions/Recommendations We detail how the gap between school climate research, policy, practice, and teacher education is socially unjust and a violation of children's human rights. We now have research-based guidelines that predictably support positive youth development and student learning. If we do so, we are supporting children, educators, parents, communities, and the foundation for democratic process, but as a country, we are not doing so. Our children deserve better. A series of detailed recommendations are suggested for policy makers, practice leaders, and teacher educators to narrow this gap and support student's healthy development and capacity to learn.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative … This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community‐based activities. High school students' experiences were assessed using a newly developed … This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community‐based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith‐based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.
In this article, we summarize: (a) the arguments linking participation in structured leisure activities to positive youth development, (b) our findings on the association of extracurricular activity involvement with both … In this article, we summarize: (a) the arguments linking participation in structured leisure activities to positive youth development, (b) our findings on the association of extracurricular activity involvement with both educational and risky behavior outcomes during adolescence and young adulthood, and (c) our findings regarding possible mediating mechanisms of these associations. Participants in most extracurricular activities achieved better educational outcomes than non‐participants even after controlling for social class, gender, and intellectual aptitude. Participation in service and religious activities predicted lower rates of drinking and drug use. Participation on school sports teams predicted both better educational outcomes and higher rates of drinking. The mediating mechanisms we discuss relate to identity formation, peer group membership, and attachment to non‐familial adults .
In this chapter we review theoretical and empirical advances in research on adolescent development in interpersonal and societal contexts. First, we identify several trends in current research, including the current … In this chapter we review theoretical and empirical advances in research on adolescent development in interpersonal and societal contexts. First, we identify several trends in current research, including the current emphasis on ecological models and the focus on diversity in and relational models of adolescent development. Next, we discuss recent research on interpersonal relationships, with an eye toward identifying major research themes and findings. Research on adolescents' relationships with parents, siblings, other relatives, peers, and romantic partners, and adolescents' involvement in community and society is reviewed. Future directions in research on adolescent development are discussed.
The positive youth development (PYD) perspective is a strength-based conception of adolescence. Derived from developmental systems theory, the perspective stressed that PYD emerges when the potential plasticity of human development … The positive youth development (PYD) perspective is a strength-based conception of adolescence. Derived from developmental systems theory, the perspective stressed that PYD emerges when the potential plasticity of human development is aligned with developmental assets. The research reported in this special issue, which is derived from collaborations among multiple university and community-based laboratories, reflects and extends past theory and research by documenting empirically (a) the usefulness of applying this strength-based view of adolescent development within diverse youth and communities; (b) the adequacy of conceptualizing PYD through Five Cs (competence, confidence, connection, character, and caring); (c) the individual and ecological developmental assets associated with PYD; and (d) implications for community programs and social policies pertinent to youth.
Comprehensive perspectives on well-being that include positive aspects of human life such as subjective wellbeing have recently been proposed. Life satisfaction is the cognitive component of subjective well-being and plays … Comprehensive perspectives on well-being that include positive aspects of human life such as subjective wellbeing have recently been proposed. Life satisfaction is the cognitive component of subjective well-being and plays an important role in positive development as an indicator, a predictor, a mediator/moderator, and an out-come. Whereas low life satisfaction is associated with psychological, social, and behavior problems, high life satisfaction is related to good adaptation and optimal mental health among youth. Life satisfaction and positive affect mitigate the negative effects of stressful life events and work against the development of psychological and behavioral problems among youth. Supportive parenting, engagement in challenging activities, positive life events, and high-quality interactions with significant others contribute to the development of life satisfaction. Further longitudinal research into the mechanisms of how life satisfaction plays its role in positive youth development is needed to promote the psychological wellbeing of all youth.
This article explores the recent approach to youth research and practice that has been called positive youth development. The author makes the case that the approach grew out of dissatisfaction … This article explores the recent approach to youth research and practice that has been called positive youth development. The author makes the case that the approach grew out of dissatisfaction with a predominant view that underestimated the true capacities of young people by focusing on their deficits rather than their developmental potentials. The article examines three areas of research that have been transformed by the positive youth approach: the nature of the child; the interaction between the child and the community; and moral growth. It concludes with the point that positive youth development does not simply mean an examination of anything that appears to be beneficial for young people. Rather, it is an approach with strong defining assumptions about what is important to look at if we are to accurately capture the full potential of all young people to learn and thrive in the diverse settings where they live.
We examined the potential benefits and risks associated with participation in five types of activities: prosocial (church and volunteer activities), team sports, school involvement, performing arts, and academic clubs. Our … We examined the potential benefits and risks associated with participation in five types of activities: prosocial (church and volunteer activities), team sports, school involvement, performing arts, and academic clubs. Our sample included 1,259 mostly European American adolescents (approximately equal numbers of males and females). First, we explore the link between involvement in these activities and our indicators of positive and negative development. Involvement in prosocial activities was linked to positive educational trajectories and low rates of involvement in risky behaviors. In contrast, participation in team sports was linked to positive educational trajectories and to high rates of involvement in one risky behavior, drinking alcohol. Then, we explore two possible mediators of these associations: peer associations and activity-based identity formation. The evidence supported our hypothesis that group differences in peer associations and activity-based identities help explain activity group differences.
Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships … Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.
We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for … We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.
Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing … Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing on one academic class, students completed scales of classroom belonging and support, expectancies for success, and intrinsic interest and value; course grades and effort ratings were obtained from English teachers. Each of three belonging/support factors identified by principal components analysis contributed significantly to explaining variance in expectancies and value, with teacher support having the most consistently substantial influence across student subgroups. The strength of association between support and motivation dropped significantly from sixth to eighth grade. Teacher support was more closely related to motivation for girls than for boys. Expectancy was the primary predictor of class effort and grades. These findings underscore the importance of belonging and interpersonal support in fostering academic motivation and achievement.
The 4-H Study of Positive Youth Development (PYD), a longitudinal investigation of a diverse sample of 1,700 fifth graders and 1,117 of their parents, tests developmental contextual ideas linking PYD, … The 4-H Study of Positive Youth Development (PYD), a longitudinal investigation of a diverse sample of 1,700 fifth graders and 1,117 of their parents, tests developmental contextual ideas linking PYD, youth contributions, and participation in community youth development (YD) programs, representing a key ecological asset. Using data from Wave 1 of the study, structural equation modeling procedures provided evidence for five firstorder latent factors representing the “Five Cs” of PYD (competence, confidence, connection, character, and caring) and for their convergence on a second-order PYD latent construct. A theoretical construct, youth contribution, was also created and examined. Both PYD and YD program participation independently related to contribution. The importance of longitudinal analyses for extending the present results is discussed.
This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, … This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why life skills develop in sport participants are discussed. A heuristic model of coaching life skills is offered. To conclude, future research directions are forwarded and include the need for: (a) quantitative and qualitative research; (b) the development of valid life skills through sport measures; (c) an examination of sport program type differences; (d) evaluation research; (e) longitudinal studies; (f) studies focusing on identifying theoretical explanations for the life skill development sport participation link; (g) the utilization of experimental designs; and (h) an examination of the transferability of life skills. The importance of conducting this type of research for both theoretical and practical reasons is emphasized.
Reducing the Risk: Schools as Communities of Support, a book that describes the first phase of a research project and proposes a theory of dropout prevention, will be published by … Reducing the Risk: Schools as Communities of Support, a book that describes the first phase of a research project and proposes a theory of dropout prevention, will be published by Falmer Press in early 1989. Two of the authors, Gary G. Wehlage-associate director, National Center on Effective Secondary Schools (NCESS) at the University of Wisconsin, Madison, and principal investigator for the Center's project to study policies and practices that affect at-risk youth—and Gregory A. Smith-a project assistant on the same project-were interviewed by Anne Turnbaugh Lockwood, dissemination coordinator for NCESS.
This article reviews the contemporary literature on school-based activity participation, focusing on patterns of participation, academic achievement, substance use, sexual activity, psychological adjustment, delinquency, and young adult outcomes. Also, the … This article reviews the contemporary literature on school-based activity participation, focusing on patterns of participation, academic achievement, substance use, sexual activity, psychological adjustment, delinquency, and young adult outcomes. Also, the authors discuss possible mediators and moderators of extracurricular activity participation in regard to adolescent development. The review indicates that the associations between school-based activity participation and these outcomes are mostly positive but that the picture becomes mixed once moderator variables are included. The authors suggest areas for future research that include using new methods for measuring activities and applying an overarching theoretical framework to investigations of extracurricular activities and adolescent development. Finally, to move toward a causal model of activities and adolescent functioning, future research must consider the mechanisms through which activities exert their influence on development. The authors propose several possible mechanisms of participation in terms of adjustment during adolescence and young adulthood.
There are specific guidelines regarding the level of physical activity (PA) required to provide health benefits. However, the research underpinning these PA guidelines does not address the element of social … There are specific guidelines regarding the level of physical activity (PA) required to provide health benefits. However, the research underpinning these PA guidelines does not address the element of social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by children and adolescents. Secondly, the information arising from the systematic review has been used to develop a conceptual model.
Over 5,000 high-school students of different social, religious, and national backgrounds were studied to show the effects of family experience, neighborhoods, minority groups, etc. on their self-image and response to … Over 5,000 high-school students of different social, religious, and national backgrounds were studied to show the effects of family experience, neighborhoods, minority groups, etc. on their self-image and response to society. Originally published in 1965. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Although most individuals pass through adolescence without excessively high levels of "storm and stress," many do experience difficulty. Why? Is there something unique about this developmental period that puts adolescents … Although most individuals pass through adolescence without excessively high levels of "storm and stress," many do experience difficulty. Why? Is there something unique about this developmental period that puts adolescents at risk for difficulty? This article focuses on this question and advances the hypothesis that some of the negative psychological changes associated with adolescent development result from a mismatch between the needs of developing adolescents and the opportunities afforded them by their social environments. It provides examples of how this mismatch develops in the school and in the home and how it is linked to negative age-related changes in early adolescents' motivation and self-perceptions. Ways in which more developmentally appropriate social environments can be created are discussed.
Increasing evidence shows that when adolescents feel cared for by people at their school and feel like a part of their school, they are less likely to use substances, engage … Increasing evidence shows that when adolescents feel cared for by people at their school and feel like a part of their school, they are less likely to use substances, engage in violence, or initiate sexual activity at an early age. However, specific strategies to increase students' connectedness to school have not been studied. This study examined the association between school connectedness and the school environment to identify ways to increase students' connectedness to school. Data from the in-school and school administrator surveys of the National Longitudinal Study of Adolescent Health (75,515 students in 127 schools) and hierarchical linear models were used to estimate the association between school characteristics and the average level of school connectedness in each school. Positive classroom management climates, participation in extracurricular activities, tolerant disciplinary policies, and small school size were associated positively with higher school connectedness.
Abstract Concern about the growth in adolescent problem behaviours (e.g. delinquency, drug use) has led to increased interest in positive youth development, and a surge in funding for ‘after school … Abstract Concern about the growth in adolescent problem behaviours (e.g. delinquency, drug use) has led to increased interest in positive youth development, and a surge in funding for ‘after school programs.’ We evaluate the potential of youth sport programs to foster positive development, while decreasing the risk of problem behaviours. Literature on the positive and negative outcomes of youth sport is presented. We propose that youth sport programs actively work to assure positive outcomes through developmentally appropriate designs and supportive child–adult (parent/coach) relationships. We also highlight the importance of sport programs built on developmental assets (Benson, 1997 Benson PL (1997) All kids are our kids: what communities must do to raise caring and responsible children and adolescents San Francisco CA Jossey-Bass [Google Scholar]) and appropriate setting features (National Research Council and Institute of Medicine, 2002 National Research Council and Institute of Medicine (2002) Community programs to promote youth development Washington National Academy Press [Google Scholar]) in bringing about the five ‘C’s of positive development (competence, confidence, character, connections, and compassion/caring: Lerner et al., 2000 Lerner, RM, Fisher, CB and Weinberg, RA. (2000). Toward a science for and of the people: promoting civil society through the application of developmental science. Child Development, 71: 11–20. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). An applied sport-programming model, which highlights the important roles of policy-makers, sport organizations, coaches and parents in fostering positive youth development is presented as a starting point for further applied and theoretical research. Keywords: Program designDevelopmental assetsSport participationSport dropoutCoachesParentsSport outcomes Notes Support for the writing of this manuscript was given by doctoral and standard research grants from the Social Sciences and Humanities Research Council of Canada (SSHRC Grants # 752-2003-1319 and # 410-02-0325).
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who … This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender.
This article summarizes a much lengthier one that appeared in Prevention and Treatment. The earlier article grew out of a project initiated by the Department of Health and Human Services … This article summarizes a much lengthier one that appeared in Prevention and Treatment. The earlier article grew out of a project initiated by the Department of Health and Human Services Office of the Assistant Secretary for Planning and Evaluation. The Positive Youth Development Evaluation project described why policy makers, practitioners, and prevention scientists advocated a shift in approach for how youth issues are addressed in this country. The Positive Youth Development Evaluation project sought to define how youth development programs have been defined in the literature and then to locate, through a structured search, strong evaluations of these programs and summarize the outcomes of these evaluations. In the current article, we explain why prevention has shifted from a single problem focus to a focus on factors that affect both positive and problem youth development, describe what is meant by positive youth development, and summarize what we know about the effectiveness of positive youth development programs.
The authors examined the relations between participation in a range of high school extracurricular contexts and developmental outcomes in adolescence and young adulthood among an economically diverse sample of African … The authors examined the relations between participation in a range of high school extracurricular contexts and developmental outcomes in adolescence and young adulthood among an economically diverse sample of African American and European American youths. In general, when some prior self-selection factors were controlled, 11th graders' participation in school clubs and organized sports was associated with concurrent indicators of academic and psychological adjustment and with drug and alcohol use. In addition, participation in 11th grade school clubs and prosocial activities was associated with educational status and civic engagement at 1 year after high school. A few of the concurrent and longitudinal relations between activity participation and development were moderated by race and gender. Finally, breadth of participation, or number of activity contexts, was associated with positive academic, psychological, and behavioral outcomes.
This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students ( M age = 11.09 years; mean percent low socioeconomic status … This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students ( M age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.
▪ Abstract This chapter identifies the most robust conclusions and ideas about adolescent development and psychological functioning that have emerged since Petersen's 1988 review. We begin with a discussion of … ▪ Abstract This chapter identifies the most robust conclusions and ideas about adolescent development and psychological functioning that have emerged since Petersen's 1988 review. We begin with a discussion of topics that have dominated recent research, including adolescent problem behavior, parent-adolescent relations, puberty, the development of the self, and peer relations. We then identify and examine what seem to us to be the most important new directions that have come to the fore in the last decade, including research on diverse populations, contextual influences on development, behavioral genetics, and siblings. We conclude with a series of recommendations for future research on adolescence.
This research aims to explore cultually adaptable definisitions and measurement of Positive Youth Development for second-generation Chinese American youth. We conducted semi-structured interviews with 17 second-generation Chinese American youth (ages … This research aims to explore cultually adaptable definisitions and measurement of Positive Youth Development for second-generation Chinese American youth. We conducted semi-structured interviews with 17 second-generation Chinese American youth (ages 12–18) and developed survey items for future quantitative PYD research. Using both inductive and deductive analysese, the study identified 118 items for a PYD measure, revealing six potential constructs, the Five Cs (Competence, Confidence, Character, Caring, and Connection), and a novel construct, Culture. The findings suggest that the positive development of Chinese American youth may differ from the conventional PYD model, emphasizing the importance of including Culture as a distinct construct. The research provides valuable insights into PYD among second-generation Chinese American youth, offering a theoretically and developmentally appropriate approach for assessing their positive development. The inclusion of Culture as a distinct construct expands the understanding of PYD within this population and underscores the need for nuanced considerations in future research and intervention efforts.
Introduction: This research explored the integration of the expanded 12Cs PYD model, which included commitment, consistency, comprehensiveness, collaboration, and competition, into volleyball training to enhance the transfer of life skills … Introduction: This research explored the integration of the expanded 12Cs PYD model, which included commitment, consistency, comprehensiveness, collaboration, and competition, into volleyball training to enhance the transfer of life skills into daily life. Purpose: The study aimed to evaluate the effectiveness of integrating the 12Cs model into volleyball training programs, particularly in improving PYD outcomes through the transfer of life skills to real-world applications. Method: The study method used an experimental approach involving 45 volleyball athletes aged 15-19 years from Lubuklinggau, Indonesia, who were divided into three groups: (1) training with 12Cs transferred into daily life, (2) training with 12Cs without transfer into daily life, and (3) a control group with standard volleyball training. Measurements were taken before and after the treatment using validated 12Cs PYD questionnaires. Statistical analysis, including Welch and Brown-Forsythe tests, was used to assess differences between groups. Result: The results showed a significant increase in PYD outcomes for the group that received 12Cs training with transfer into daily life, particularly in social competence, confidence, connection, and positive character development. This group demonstrated the highest average score increase compared to the other groups, emphasizing the importance of transfer into daily life to maximize PYD outcomes. Conclusion: the integration of the 12Cs model into sports-based programs, focusing on transfer into daily life, effectively enhanced PYD. Volleyball became a strategic medium for integrating the 12Cs model for youth development.
Abstract As adolescent mental health crises intensify across Western, Educated, Industrialised, Rich, and Democratic (WEIRD) countries, schools face mounting pressure to support student wellbeing without sacrificing academic priorities. This tension … Abstract As adolescent mental health crises intensify across Western, Educated, Industrialised, Rich, and Democratic (WEIRD) countries, schools face mounting pressure to support student wellbeing without sacrificing academic priorities. This tension presents an urgent challenge: how can evidence-based psychological interventions be realistically integrated into time-constrained educational settings? This scoping review systematically identified evidence-based, stand-alone, and brief PPIs that could be explored for potential classroom integration, while highlighting the need for future research. Through an analysis of Carr et al.’s (2023) PPI mega-analysis, comprising 198 meta-analyses, we screened 1367 interventions for educational compatibility. Sixty-four interventions met our criteria for brevity (5–10 min), stand-alone implementation, and evidence-based effectiveness. These interventions span diverse domains including gratitude practices, Best Possible Self exercises, movement-based activities, and positive reminiscence, all potentially adaptable to standard lesson timeframes. The selected PPIs were evaluated using the ACTIONS framework (Activity, Calming, Thinking, Identity, Optimism, Nourishing, Social) (Boniwell, 2017) to support careful consideration in future implementation. This review offers two key contributions: (1) identification of promising evidence-based interventions that warrant further research and (2) a theoretical framework. The Positive Education Toolbox Approach (PoETA) aims to understanding how brief psychological interventions could be integrated into educational practice. The framework draws on theories of motivation, self-regulated learning, and adolescent development, suggesting potential mechanisms through which these interventions might influence both psychological wellbeing and academic engagement processes. These findings could support both teachers in integrating wellbeing practices into daily routines and researchers in developing focused interventions for educational settings.
The aim of this study is to determine the social justice leadership behaviors of school principals towards gifted high school students. The sample of the research consists of 253 gifted … The aim of this study is to determine the social justice leadership behaviors of school principals towards gifted high school students. The sample of the research consists of 253 gifted students studying at different high schools in Adana in the spring term of the 2022-2023 academic year. The Social Justice Leadership Scale was used as a data collection tool in the research. As a result of the research, it was determined that school principals demonstrated social justice leadership at a moderate level for gifted students. School principals demonstrate social justice leadership behaviors the lowest in the participation sub-dimension, and the highest in the critical consciousness and support sub-dimensions. There is no significant difference according to the variables of gender, family income and parental education status of the students. Some suggestions were made in accordance with the research results.
Background: Schools in impoverished communities on the Cape Flats experience challenges related to high levels of poverty, crime and gang violence that can adversely affect learners’ psycho-social and academic development. … Background: Schools in impoverished communities on the Cape Flats experience challenges related to high levels of poverty, crime and gang violence that can adversely affect learners’ psycho-social and academic development. After-school programmes (ASPs) represent one form of intervention to address these issues. Aim: This study explored the perceptions of learners, school staff and personnel from a non-profit organisation (NPO) regarding the benefits and challenges of an ASP at a no-fee-paying school in Bonteheuwel on the Cape Flats. Setting: The research was conducted at a no-fee-paying primary school in Bonteheuwel on the Cape Flats. Methods: The study employed a case study design located within a qualitative research approach, and interviews and focus groups were used to understand the participants’ perceptions and lived experiences. The research was guided by Bronfenbrenner’s Ecological Theory, and data were analysed using thematic analysis. Results: Key findings revealed that ASPs have the potential to offer a variety of benefits for learners, such as feelings of safety and opportunities for holistic development. Challenges include resource constraints and the impact of community violence, which can affect the functioning of programmes. Conclusion: The study enhances understanding of how the various ecological systems are continually at play and offers insights into how learners, NPO staff and school personnel perceived and experienced the transactions between these systems. Contribution: The research enhances understanding of the role of ASPs in the context of no-fee schools on the Cape Flats and similar disadvantaged communities across South Africa.
This study investigates the lived experiences of pre-service teachers during their final demonstration teaching, emphasizing the challenges they encountered, coping mechanisms employed, and how these shaped their professional development. Anchored … This study investigates the lived experiences of pre-service teachers during their final demonstration teaching, emphasizing the challenges they encountered, coping mechanisms employed, and how these shaped their professional development. Anchored in Kolb’s Experiential Learning Theory, this qualitative research utilized a phenomenological design to capture the experiential realities of pre-service teachers. Data were collected through a face-to-face focus group discussion with purposefully selected participants from Marikina Polytechnic College, Philippines, who had recently completed their final demonstration teaching. Thematic analysis was employed to interpret the narratives. Findings revealed multiple domains of challenge including planning constraints, classroom engagement readiness, instructional planning and design, technological and logistical hurdles, and psychological and emotional struggles. In response, pre-service teachers applied coping mechanisms such as professional support and preparation, professional adaptability, emotional resilience, peer and contextual support, and reflective learning and development. These experiences fostered growth in confidence in handling classes, instructional competence and planning, classroom leadership and control, professional presence and communication, learning through feedback and reflection, professional flexibility and adaptability, readiness for the teaching profession, and career orientation and decision-making. The results affirm that final demonstration teaching is not merely evaluative but an essential experiential platform where theory and practice intersect, facilitating the development of professional identity and readiness for the teaching profession. The study calls for more structured support, mentorship, and reflective integration in teacher education programs. This extend to educational institutions and policy makers in fostering sustainable, responsive, and reflective practices in teacher training.
The article examines the impact of dance education on the development of confidence in adolescents within the context of contemporary educational environments. The study is based on a comparison between … The article examines the impact of dance education on the development of confidence in adolescents within the context of contemporary educational environments. The study is based on a comparison between an original methodology—developed by the author and integrating academic and somatic practices—and current national and international research in the fields of dance pedagogy, somatic therapy, and developmental psychology. Special attention is given to the analysis of three key developmental domains: bodily awareness, initiative, and emotional self-presentation. Both quantitative and qualitative data collected over eight years of pedagogical practice are presented, including changes in confidence levels documented through surveys, observations, and self-reports. The article highlights the fundamental differences between classical and creative approaches to dance instruction, demonstrating the superiority of the latter in fostering students’ internal stability and sense of agency. It also analyzes the role of collective creativity and the sense of belonging as socio-psychological factors contributing to the reinforcement of adolescent confidence. Three summary tables are included to illustrate indicator dynamics, comparative effects of methodologies, and social conditions influencing confidence development. The findings suggest that bodily self-expression through dance contributes to reduced anxiety, increased initiative, and the formation of stable self-esteem in adolescents. The article will be of interest to dance educators, specialists in adolescent psychology, organizers of extracurricular programs, and researchers exploring interdisciplinary approaches to developing confidence and agency during the transitional period of adolescence.
This study examines the impact of parents' sports experience on children's involvement in extracurricular sports activities. Children's participation in sports is influenced by a variety of factors, with the influence … This study examines the impact of parents' sports experience on children's involvement in extracurricular sports activities. Children's participation in sports is influenced by a variety of factors, with the influence of parents identified as a key component. Previous studies have shown that parental support and the examples they set are important in the development of children's sports habits (Gould & Carson, 2008; Jackson & Johnson, 2013). Parents influence not only through practical and emotional support but also through role modelling, cultural beliefs, and economic resources (Tucker & Gill, 2016). The study was based on an analysis of data from a survey conducted with 265 elementary school students, assessing the connection between parents' sports experience and children's participation in after-school sports activities. The results showed that 54% of students engaged in extracurricular sports activities had parents with a sports background, compared to only 23% of those who were not involved. Statistical analysis revealed a strong positive correlation between parents' sports experience and children's sports participation, with a very low p-value (p < .000001). This indicates that parents play a significant role in the development of children's sports habits, while other factors such as family culture and financial support contribute to their motivation and involvement (Vella et al., 2017). This study suggests that improving participation in physical activities can be achieved through active parental involvement and the creation of equal opportunities for all children, regardless of socio-economic status.
Artikkelissa tarkastellaan nuorten eri toimintavalmiuksien toteutumia koulunuorisotyöhankkeen järjestämällä tuetulla kesätyöjaksolla, johon kuului nivelvaiheen ohjaustyötä. Hankkeessa nuoria ohjattiin rekrytoinnin lisäksi työelämän käytäntöihin ja ”pelisääntöihin”, ja nuorten oli jatkuvasti mahdollista keskustella hankkeen … Artikkelissa tarkastellaan nuorten eri toimintavalmiuksien toteutumia koulunuorisotyöhankkeen järjestämällä tuetulla kesätyöjaksolla, johon kuului nivelvaiheen ohjaustyötä. Hankkeessa nuoria ohjattiin rekrytoinnin lisäksi työelämän käytäntöihin ja ”pelisääntöihin”, ja nuorten oli jatkuvasti mahdollista keskustella hankkeen työntekijän kanssa toisen asteen opiskelupaikasta myös kesätyöjakson aikana. Tutkimusaineisto koostuu kenttähavainnointijaksosta kolmeviikkoisen kesätyön aikana sekä hankkeessa työskennelleiden teemahaastatteluista. Kesätyötoiminta tuotti onnistumisen ja yhteisöllisyyden kokemuksia monille nuorille ja tarjosi kiireettömiä ja turvallisia kohtaamisia aikuisten kanssa. Kesätyön näyttämöllä pyrittiin yhtäältä tuottamaan nuorille mielekäs ja yhteisöllinen kesätyökokemus, toisaalta kesätyöpaikassa edellytettiin sellaistenkin sääntöjen ja käytäntöjen noudattamista, jotka eivät pohjanneet nuorisotyön osallistavaan eetokseen. Kun nuoret osallistuivat työntekijän järjestämiin ohjauskeskusteluihin koulussa, korostettiin osallistumisen vapaaehtoisuutta ja yksilölähtöisyyttä, mutta kesätyössä nuoret olivat työntekijöitä, joiden edellytettiin tulevan töihin sovittuna aikana ja tekevän työtehtävänsä alusta loppuun. Yhteisöllisyyden ja yhteenkuuluvuuden merkitys kasvoi kesätyöjakson aikana, vaikka jotkut nuorista jäivät porukoiden ulkopuolelle tai kokivat luontevammaksi puhua aikuisten kuin ikäistensä kanssa. Asiasanat: kesätyö, nuorisotyö, siirtymävaihe, työelämävalmiudet *** Finding a summer job through a school youth work project – Supported summer work as a place for a youth capability approachMinna Vilkman & Mira KalalahtiThe Finnish Journal of Youth Research(Nuorisotutkimus) Vol 43 (2), 41–55 In this article, we explore young people’s participation and capabilities in a youth work project carried out in comprehensive school during the ninth-grade transition phase, followed by a summer job period. During the summer job, the youth worker offered guidance on recruitment, work practices and “rules”, as well as low-threshold conversations on secondary school matters. The data includes a three-week field observation period and thematic interviews with the project’s employees. The summer job participation provided many young people with experiences of success and a sense of community, as well as unhurried and safe encounters with adults. On the one hand, the summer job phase sought to provide a pleasant and collective work experience; on the other hand, certain rules were not based on youth work’s participatory ethos but still had to be followed. While the guidance provided by the youth worker at school emphasised voluntariness and individuality, during the summer job, the young people were employees who were required to be punctual and to complete their assigned tasks. The meaning of community and belonging increased during the summer job period, even though some young people were left out of the group or interacted more naturally with adults than their own peers. Keywords: summer job, transition phase, work capability, youth work
Tässä tutkimuksessa tarkastellaan NEET-tilanteessa olevien nuorten verkkopeliharrastamisen myötä muodostuneita sosiaalisia suhteita ja niiden merkityksiä. Tutkimuksen tavoitteena on selvittää, miten sosiaalista pääomaa muodostuu peliyhteisöissä ja miten se tukee nuorten hyvinvointia, kuuluvuuden … Tässä tutkimuksessa tarkastellaan NEET-tilanteessa olevien nuorten verkkopeliharrastamisen myötä muodostuneita sosiaalisia suhteita ja niiden merkityksiä. Tutkimuksen tavoitteena on selvittää, miten sosiaalista pääomaa muodostuu peliyhteisöissä ja miten se tukee nuorten hyvinvointia, kuuluvuuden kokemuksia ja toimijuutta. Tutkimus perustuu 11:n työelämän ulkopuolella olevan nuoren haastatteluihin. Analyysimenetelmänä käytettiin tulkitsevaa fenomenologista analyysia (IPA). Pelaaminen näyttäytyy sosiaalisen pääoman lähteenä, jonka rakentumiseen vaikuttaa pelaajien toimijuus peliyhteisöissä. Sosiaalinen pääoma peliyhteisöissä koetaan kuuluvuutena, joka tarjoaa nuorelle sosiaalisen hyvinvoinnin resursseja, kuten vastavuoroista tukea ja läheisyyden kokemuksia. NEET-tilanteessa olevalle nuorelle pelaaminen voi torjua yksinäisyyttä, jos fyysisiä kohtaamisympäristöjä ei ole tarjolla tai niihin ei ole pääsyä. Ryhmämuotoisella pelitoiminnalla voi olla potentiaalia nuoren osallisuuden ja toimijuuden tukemiseksi. Jatkossa olisi tärkeää tutkia lisää NEET-tilanteessa olevien nuorten pelaamista ja pelitoiminnan vaikutuksia sekä laadullisesti että määrällisesti. Asiasanat: hyvinvointi, nuoret, pelaaminen, sosiaalinen pääoma, toimijuus *** “I don’t know what I would have done without them”: The formation and meanings of social capital in online gaming relationships among young people in NEET situationsNina-Elise Koivumäki, Siiri-Liisi Kraav & Riitta VornanenThe Finnish Journal of Youth Research(Nuorisotutkimus) Vol 43 (2), 56–74 This study examines the social relationships and meanings formed through online gaming among young people in NEET situations. The aim of the study is to explore how social capital is formed within gaming communities and how it supports young people’s well-being, sense of belonging, and agency. The study is based on interviews with 11 young people who are not in employment, education, or training (a NEET situation). The method of analysis used was Interpretative Phenomenological Analysis (IPA). The results show that online gaming serves as a source of social capital, shaped by gamers’ agency within gaming communities. Social capital in these communities is experienced as a sense of belonging that provides young people with resources for social well-being, such as mutual support and feelings of closeness. For young people in NEET situations, gaming can reduce loneliness when physical meeting spaces are unavailable or inaccessible. Group-based gaming activities have the potential to support young people’s inclusion and agency. Future research should further explore the role and impact of gaming activities among young people in NEET situations, using both qualitative and quantitative approaches. Keywords: agency, gaming, social capital, well-being, young people
Youth sport research has routinely suggested that sport has the potential to serve as a meaningful context for learning. particularly when programs are designed to promote positive youth development (PYD) … Youth sport research has routinely suggested that sport has the potential to serve as a meaningful context for learning. particularly when programs are designed to promote positive youth development (PYD) outcomes. Indeed, participation in sport-based PYD programs has been shown to lead to the development and transfer of life skills. Yet, even given the growth of sport-based PYD research over the last two decades, much remains unknown about specific programmatic design features. Promising practices point to the role of reflection in facilitating life skill development and the application of newly learned skills to real-life. This study investigates the reflective journaling of 234 youth experiencing social vulnerabilities who participated in a sport-based PYD program called LiFEsports. Thematic analyses explored text and illustrations included in youth journals. Results suggest that youth both understand and consider how life skills (i.e., self-control, effort, teamwork, social responsibility, personal responsibility, leadership) can be transferred to settings such as at home, during school and in the community. Further findings highlight the relationship between significant others (e.g., teammates, coaches, parents) and life skills transfer, particularly related to reinforcement. Ultimately, journaling may serve as a viable method to prompt reflections among youth.
Despite nearly 8 million participants, and millions more stakeholders in the form of parents, administrators, and coaches, interscholastic sport research is scarce. To determine the scope of existing interscholastic sport … Despite nearly 8 million participants, and millions more stakeholders in the form of parents, administrators, and coaches, interscholastic sport research is scarce. To determine the scope of existing interscholastic sport research the current study investigated all sport management journals listed on the NSSM list of Journals Serving the Community of Sport Management Scholarship. results indicated that of the 37,107 journal articles on the NASSM list 931 focused on some aspect of interscholastic sport. When removing 505 medical studies and 78 law studies, the number of sport-specific studies totaled 348, which is less than 1% of all sport management publications. Although results demonstrate research growth from the 1970s to 2024, particularly in the amount of qualitative research, the scale of research is strikingly small. Fortunately, most existing research focuses on the participants at a developmentally impactful time of their lives, and newer journals appear to welcome interscholastic inquiry.
Objective: There is an increasing need for interventions that promote mental health or prevent mental illness in college student athletes. This review describes and synthesizes current primary prevention mental health … Objective: There is an increasing need for interventions that promote mental health or prevent mental illness in college student athletes. This review describes and synthesizes current primary prevention mental health interventions for US college student athletes. Methods: We searched PubMed, PsycINFO, and SPORTDiscus for relevant articles published from database inception to May 2023. Twenty studies met the inclusion criteria. Results: A wide variety of interventions have been tested, encompassing various implementation strategies. The most used approach was mindfulness (n = 7). Studies varied in their sample size and study population, effectiveness, and outcome measures. More than half of interventions (n = 12) reported a positive impact on student athlete mental health. High levels of acceptability were reported in six studies. Conclusions: There are a growing number of effective interventions available to improve student athlete mental health. However, critical research gaps remain. Considerations for future research and intervention development are provided.
The cases of bullying that arise from romantic relationships among teenagers are becoming more prevalent and have a significant impact on emotional regulation and social character formation. This research aims … The cases of bullying that arise from romantic relationships among teenagers are becoming more prevalent and have a significant impact on emotional regulation and social character formation. This research aims to analyze the role of individual counseling in helping teenagers manage negative emotions and build positive social character. The method used is a literature study with an analysis of previous research findings and counseling practices in schools. The results show that individual counseling is effective in improving emotional regulation and social skills for both victims and perpetrators of bullying. The discussion emphasizes the importance of school counselors in providing emotion regulation-based interventions and strengthening social character to create a safe and inclusive school environment.
Several studies have stated that coaches’ ability to teach life skills to their athletes intentionally is associated with various aspects of positive youth development. This study aimed to adapt and … Several studies have stated that coaches’ ability to teach life skills to their athletes intentionally is associated with various aspects of positive youth development. This study aimed to adapt and validate the English version of the Coaching Life Skills in Sport Questionnaire in the Italian context (IT-CLSS-Q), a tool developed to assess the intentionality of coaches in teaching and transferring life skills through sport. The original English version was adapted to Italian using the back-translation procedure. A sample of 590 youth sport coaches completed the IT-CLSS-Q. The confirmatory factor analysis confirmed the five-factor structure of the original questionnaire, and the reliability analyses demonstrated high internal consistency for all subscales. Measurement invariance testing showed consistency between groups with different coaching experience, while significant correlations with empathy and leadership self-efficacy supported the construct validity of the questionnaire. Overall, the results indicate that IT-CLSS-Q is a useful tool for evaluating life skills coaching in Italy, providing a foundation for future research and interventions to improve positive youth development through sport. Future research should include a more balanced representation of disciplines and genders, integrating athletes’ perspectives and longitudinal studies to deepen understanding of the long-term impact of life skills transfer.
Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South … Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South Africa, access to STEM education has improved in recent years, partly due to the availability of study grants for learners interested in these fields. However, evidence shows that women remain underrepresented in STEM fields. Gender stereotypes, bullying, and pay disparities are cited as some of the contributing factors. Despite these overwhelming challenges, female learners are increasingly pursuing STEM education. Guided by the resilience theory, we explored the factors motivating female learners to enroll in STEM fields at a public secondary school level in South Africa. The research adopted the snowball sampling technique to recruit learners attending a public secondary school in South Africa. Due to COVID-19-related restrictions in 2022, the research data was collected through telephonic one-on-one interviews. The findings revealed that access to competitive employment opportunities, impactful careers, personal growth, and financial independence were some factors sparking the female learners’ interest in STEM. However, the learners experienced gender stereotypes and discrimination, which made them doubt their abilities to thrive in STEM education/fields. To cope with the complexities of STEM, the learners relied on their caregivers for emotional support, and they attended extra lessons and tutorials offered by the education system. The findings highlight the need for the government to prioritize support programs for female learners who must continuously fight rejection in STEM fields.
The loss of a stable social environment, forced displacement, and the disruption of established forms of communication and interpersonal interaction significantly affect the emotional state, behavioral strategies, and the ability … The loss of a stable social environment, forced displacement, and the disruption of established forms of communication and interpersonal interaction significantly affect the emotional state, behavioral strategies, and the ability of growing individuals to engage constructively with social reality. These factors lead to a decline in emotional well-being, a loss of the sense of belonging, a deficit of emotional contact, and the absence of connection with a group or community. In this context, physical education and sports activities emerge as effective tools for the socialization of children and school-aged youth. They are aimed at overcoming withdrawal and rebuilding trust in interpersonal relations. This article substantiates the potential of physical education and sports activities as a means of addressing social isolation and building social connections among children and youth. It identifies and characterizes effective forms of practice that facilitate social integration through physical culture, including team sports (football, volleyball, basketball, rugby, handball, etc.), sport-based games (active games, relays), sport- tourism activities (hiking, quests, orienteering), training camps and competitions with team ranking systems, and inclusive sports adapted for children with special educational needs. The article outlines methods that demonstrate high effectiveness in addressing manifestations of social isolation, fostering positive communication, and forming stable social bonds. These include role-distributed team tasks, rotation of participants (groups, teams), modeling of real-life situations, reflective evaluation circles, «peer support» systems (assigning each participant a mentor or team partner), self-governance in small groups, cooperative learning, and pedagogical mentorship.
Youth sport has been recognized as a unique learning context for positive youth development (PYD); yet, as society’s critical consciousness continues to progress, limitations of PYD have been acknowledged. Thus, … Youth sport has been recognized as a unique learning context for positive youth development (PYD); yet, as society’s critical consciousness continues to progress, limitations of PYD have been acknowledged. Thus, youth sport scholars have begun to embrace critical perspectives to interrogate the systems and institutions of sport and society that influence the healthy development of all youth. This has included researchers and practitioners alike, adopting critical PYD (CPYD) as a means to empower young people to question and challenge their histo-contemporary experiences and support collective action towards social change. Our article explores the concept of CPYD and social justice life skills within ‘non-traditional’ sport spaces, including practice examples from the fields of youth disability sport and sport in youth justice. The first practice example provides an in-depth discussion of the theoretical principles of CPYD and their applicability within youth disability sport. The second practice example outlines the practical use of social justice life skills in sport programs within the youth justice system. Together, the practice examples from the field highlight both the theoretical and practical applications of CPYD and social justice life skills within real-world settings, and valuable implications are identified for research and practice moving forward.
This article addresses a key question in the sociology of social inequality: how the class-privileged come to monopolise formerly open social fields through processes of social closure. We focus on … This article addresses a key question in the sociology of social inequality: how the class-privileged come to monopolise formerly open social fields through processes of social closure. We focus on ‘informal social closure’, the less studied form of closure in the literature; our empirical case is youth cross-country skiing in Norway, which historically has recruited across the class spectrum. Based on interviews with ski parents and inspired by Bourdieu’s notion of ‘illusio’ (players’ belief in the game’s importance), we distinguish between three groups of resourceful families who play various roles in exacerbating monopolisation: ‘genuine’, ‘compliant’ and ‘unwilling’ players. Our analysis furthers the understanding of how illusio fuels informal closure processes; compliant players – those with a weaker illusio – play a key role. To understand compliant players’ role, the analysis should scrutinise both how they legitimate the exclusionary code pushed by genuine players and their moral commitments beyond the particular game.
Bu derleme çalışmasında ergenlik döneminde sporun psikolojik gelişim üzerindeki etkileri incelenmiştir. Alan yazındaki mevcut çalışmalar nesnel bir biçimde özetlenmiş ve herhangi bir yorum ya da karşılaştırma yapılmadığı için betimleyici derleme … Bu derleme çalışmasında ergenlik döneminde sporun psikolojik gelişim üzerindeki etkileri incelenmiştir. Alan yazındaki mevcut çalışmalar nesnel bir biçimde özetlenmiş ve herhangi bir yorum ya da karşılaştırma yapılmadığı için betimleyici derleme türü tercih edilmiştir. Ergenlik dönemi, bireylerin fiziksel, zihinsel ve duygusal açıdan hızlı değişim yaşadığı kritik bir süreçtir. Bu dönemde spor, bireylerin psikolojik gelişimini destekleyen önemli bir araç olarak öne çıkar. Düzenli spor aktiviteleri, ergenlerin özgüvenlerini artırır ve olumlu bir benlik algısı geliştirmelerine yardımcı olur. Spor yapma sürecinde kazanılan fiziksel yetkinlik ve başarılar, ergenlerin özsaygılarını güçlendirir. Ayrıca spor, stres ve kaygıyı azaltarak ruh sağlığını olumlu yönde etkiler. Spor ortamında gençler iş birliği yapmayı, empati geliştirmeyi ve etkili iletişim kurmayı öğrenirler. Ayrıca spor, bireylerin disiplin, zaman yönetimi ve sorumluluk gibi yaşam becerilerini geliştirmelerine yardımcı olur. Bu beceriler, yalnızca sportif yaşamda değil, akademik ve sosyal yaşamda da olumlu etkiler yaratır. Araştırmalar, düzenli spor yapan ergenlerin depresyon, anksiyete ve yalnızlık gibi duygusal sorunlarla daha az karşılaştığını göstermektedir. Spor, ergenlerin stresle başa çıkma becerilerini güçlendirirken, zihinsel dayanıklılıklarını da artırır. Ayrıca fiziksel aktivitelerin sağlıklı yaşam tarzı alışkanlıkları kazandırması, bireylerin genel yaşam kalitesini yükseltir. Çalışma sonucunda sporun ergenlik döneminde bireylerin psikolojik gelişimlerini desteklemek için etkili bir araç olduğu görülmüştür. Ebeveynler ve eğitimciler, gençleri spor yapmaya teşvik ederek onların özgüvenlerini, sosyal becerilerini ve duygusal dayanıklılıklarını geliştirmelerine katkı sağlayabilir. Bu süreç, sağlıklı bir birey olma yolunda ergenler için güçlü bir temel oluşturur.
This study aims to explore the experiences and perceptions of service providers working in direct contact with out-of-school youth to identify ways to build a more sustainable and responsive support … This study aims to explore the experiences and perceptions of service providers working in direct contact with out-of-school youth to identify ways to build a more sustainable and responsive support system within the community. Individual and group interviews were conducted with eight service providers, including a team leader and five directors from public out-of-school support institutions, as well as two schoolteachers from the Board of Education, who were experienced in assisting dropout students. Reflexive thematic analysis of the interview data revealed four key themes: connecting youth to the community system, diversifying programs, minimizing disparities, and increasing societal awareness of out-of-school youth. These findings highlight how various needs and access to opportunities can be provided to all youths, regardless of their school enrollment. The study underscores the importance of shared responsibility in building an inclusive, community-based approach. It also emphasizes the necessity of cross-sector and inter-ministerial collaboration to reduce structural barriers and promote equitable learning opportunities. By centering the voices of practitioners, this study contributes to the broader discourse on building a sustainable community in which out-of-school youth can receive opportunities and resources to thrive as healthy contributing members of the community.
Purpose: To support the healthy development of youth, programs have begun embracing the strength-based approach of positive youth development (PYD), with sport serving as a unique learning context. However, much … Purpose: To support the healthy development of youth, programs have begun embracing the strength-based approach of positive youth development (PYD), with sport serving as a unique learning context. However, much remains unknown about the life skill transfer phenomenon. Methods: Using photo-elicitation methods, the current study sought to explore the transfer and application of life skills from the perspectives of 12 Black youth (ages 9–14 years old) who participated in a sport-based PYD program. Results: Findings from a document analysis illustrate the transfer of self-control, effort, teamwork, as well as personal and social responsibility. Further, findings identify specific transfer contexts (e.g., home, sport, school, community) and highlight how life skills are applied. Discussion: The study provides a unique snapshot into the lived experiences of youth, illustrating life skill transfer opportunities, as well as the potential for collaborative efforts with key adult figures throughout the developmental ecology of youth.
The content in this autoethnography manuscript is significant because it takes a different angle than the typical discourse surrounding sport-based youth development (SBYD). Typically, the discourse on SBYD focuses on … The content in this autoethnography manuscript is significant because it takes a different angle than the typical discourse surrounding sport-based youth development (SBYD). Typically, the discourse on SBYD focuses on the positive outcomes of improved social–emotional learning and academic achievement. In using an autoethnographic approach, I share stories from my personal experience as a practitioner in the field to illustrate a new perspective on how to think about the impact of sport-based youth development on young people. Though those outcomes are positive and impactful, they fail to capture the continued inequity in the quality of youth sports programs in underserved communities compared to others. I utilize research in SBYD to analyze each story as a practitioner in the field to thoroughly reflect on my personal experiences and their relation to social justice. The stories are also a tool for making the connection between the individual work of various organizations pursuing sport equity. Through storytelling, reflection, and analysis, I connect the mission of each organization I worked with to the concept of social justice youth development in a more personalized way than numbers and data can illustrate. Additionally, this autoethnography highlights non-traditional sport spaces and advocates for a way to fuse social justice into them. This manuscript seeks to simultaneously refresh the way equity in sport has been looked at, while also illuminating the ways it is already being examined. The paper presents new questions that can be used to better analyze the presence of social justice in youth sports and provides a potential pathway forward by grounding in a definition of quality SBYD programming. These questions imply that the measures of the impact and potential benefits of SBYD may need to be redefined to better match the real lived experiences of individual youth participating in such programs.
The most recent data from the National Center for Education Statistics report that 15% of individuals aged 3–21 are served under the Individuals with Disabilities Education Act. This means that … The most recent data from the National Center for Education Statistics report that 15% of individuals aged 3–21 are served under the Individuals with Disabilities Education Act. This means that 15% of youth are diagnosed with a disability that has the potential to affect their success academically and in the workforce. As a youth development organization, 4-H programs should anticipate at least 15% of their population, if not more, to have a diagnosed disability. As youth development professionals, we are tasked with meeting the needs of youth with disabilities through proactive and reactive planning strategies. This also includes professionals being flexible, accommodating, and ready to foster Positive Youth Development best practices.