Concept Of Positive Youth Development Research Articles

The family as a key context for positive youth development. Legal, organizational, and psychological opportunities for integrating the family into the network of support and development of adolescents

This article presents the importance of the family as a context for adolescent development. The concept of positive youth development was presented, which emphasizes strengthening adolescents' strengths, resources and potential, as opposed to theories focusing on the deficits and difficulties of adolescence. The idea is to propose creative forms of spending free time as a way to "break away" from various risky behaviors typical of the turbulent times of adolescence. The basis is the assumption that everyone regardless of previous functioning and experience, has the potential to develop and self-realization. To achieve this, it is necessary to believe in the teenager's abilities and to be surrounded by appropriate mentors who show development paths and create a support network. Among them, teachers, trainers, educators and extended family play an important role, but the primary role can and should be played by parents. The article presents the practical use of the theory of positive youth development in the Polish educational system - both legal possibilities and limitations that require research and development of interdisciplinary cooperation.

145 4-H does more than show to grow: Rebuilding educational opportunities and emphasizing positive youth development in a previously show-only focused program

The pandemic temporarily altered program delivery resulting in agents exploring and pivoting to new delivery methods and areas of focus. The Florida 4-H Area North Horse Show Program (ANHS) utilized these shifts to critically evaluate and redevelop its mission. Although a cornerstone of any horse program is competing in shows, it is only one aspect of a positive youth development (PYD) equine program, Eighty-six percent of youth surveyed (n = 22) in 2022 indicated the show was important or very important to their 4-H year, however, < 50% who only participate in the show reported development related to knowledge gain and skill building, which has been an observable long-term challenge. The objective of the ANHS was to adjust and expand non-riding opportunities, building knowledge and skills beyond the arena, and encouraging horseless project engagement. To accomplish this, agents and specialists strategically developed and delivered a suite of educational program activities over 3 years to complement the annual show. Specific program activities included a webinar series (2020+), goal-oriented virtual riding challenges (2020) where youth logged > 780 equine contact hours, 3 multi-county clinics (2020+), and an expert-led youth symposium (2022) to improve comprehension of industry knowledge, horsemanship and sportsmanship. Equine sciencesubject matter included topics in behavior and welfare, pasture management, veterinary skills and emergency preparedness, genetics, body condition scoring and diet management. All program activities incorporated life skills of empathy, sportsmanship, goal setting, responsibility, and independence. When only focused on shows, ANHS reached 65 youth in 2019. As a result of the newly modified programming, the ANHS reached 198 youth in 2022, a 205% increase in total program participation with a complimentary increase in show entries. PYD concepts demonstrated included peer mentorship (97%, n = 40) and increased confidence interacting with peers and industry leaders (97%, n = 54). Additionally, 88–100% (n = 16) of participants indicated improved understanding/intended implementation of applied knowledge (e.g., assessing strengths/weaknesses in their hay storage and feeding practices and comprehension of equine welfare). This adaptive, collaborative approach to providing enhanced educational opportunities for participants has been successful in rebounding post-pandemic interruptions and building a district level culture with further implications for designing PYD horse programs.

A Proof-of-Concept Evaluation of the 1616 Story-Based Positive Youth Development Program.

The 1616 Program is a newly developed and evidence-informed story-based positive youth development (PYD) program for young ice hockey players (10-12 years of age) in North America. The program uses elite ice hockey players as role models-through story-telling-to serve as inspirational figures to engage youth athletes and important social agents (i.e., parents, coaches) with evidence-informed PYD concepts. The objective of this study was to use a Proof-of-Concept evaluation to assess whether the 1616 Program 'worked' in enhancing PYD outcomes and to determine if the concepts were engaging and enjoyable for youth, their parents, and coaches. The 5 week Proof-of-Concept evaluation was conducted with 11 ice hockey teams (n = 160 youths, 93 parents, and 11 coaches), encompassing both qualitative (e.g., focus groups) and quantitative (e.g., retrospective pretest-posttest questionnaires) processes and outcome assessments. Results showed that the program was well received by participants and positively impacted the intended outcomes. Overall, the data presented in this Proof-of-Concept evaluation was deemed to support the development and implementation of the full-scale 1616 Program for a more comprehensive evaluation.

Radosveta Dimitrova, Nora Wiium (редакторы): Справочник по позитивному развитию молодежи: продвижение исследований, политики и практики в глобальном контексте

The Concept of Positive Youth Development (PYD) was formed in the 1990s and combined the concepts of resilience and plasticity of human development, and an interest in the strengths of youth. This concept was proposed as a result of a reassessment of previous approaches, which were focused on the prevention of negative phenomena in the youth environment and teaching youth life skills. From a PYD perspective, it is necessary to build on the priority of developing the positive opportunities and strengths of young people through their participation in society. Over the past 20 years, the PYD program has been widely adopted by the international community. However, there is a lack of scientific data on the application of this concept in Kazakhstan.The review looks at the Handbook of Positive Youth Development. Advancing Research, Policy, and Practice in Global Contexts (editors: Radosveta Dimitrova and Nora Wiium), published in 2021 by Springer International Publishing. This book reveals the concept of PYD in a global context, which will allow a more effective approach to the issue of youth development in Kazakhstan, both from the side of health care and from the side of education and social development.Key words: Positive Youth Development, teenagers, book review, politics.

Positive youth development programs in not-for-profit recreation: Dilemmas and recommendations

Positive youth development (PYD) is an approach to helping youth grow into successful and responsible adulthood based off of developmental systems theory. Despite there being a wealth of knowledge in the literature regarding what outcomes PYD-focused programs should achieve in youth participants and practices that work to achieve these outcomes, programs operating in this space face various challenges that can impede their success. The dilemmas faced by PYD programs are not simply the result of a lack of knowledge on PYD concepts but also the everyday logistical and managerial challenges that come with running such programs. This article examines seven categories of dilemmas found through a thorough review of the sport and recreation literature associated with creating and implementing self-sustaining, not-for-profit, community-based PYD programs. It then concludes with seven recommendations addressing each of these dilemmas.

A typology of school-based mentoring relationship quality: Implications for recruiting and retaining volunteer mentors

A critical component of successful mentoring programs is the quality of relationships. In school-based settings, relationship quality measures tend to rely on single, unidimensional indicators reported by one informant. Using data from a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities (n = 244), we identified multidimensional profiles of mentoring relationships, factors associated with profiles, and associations between profiles and program-related mentor outcomes. Guided by Positive Youth Development concepts, a latent profile analysis identified three profiles based on multi-informant ratings of closeness, communication, engagement, and compatibility: Tough Matches, Tentative Mentors, and Tight Matches. Profile membership was associated with mentors' attitudes toward youth, match expectations, training received, and perceived program support. Profiles were also distinguished by match length and mentor commitment. Tentative mentors and those in tough matches could benefit from targeted practices to increase mentor capacity to connect and engage with mentees.

A Study of Positive Youth Development among Adolescents in Urban Area

With the wave of new developments in the field of psychology, the study of youths has taken a new turn. Researchers are now focusing on enhancing psychological growth in youths. With this new focus in light, various schools and organizations in the west have adopted youth for a holistic development of a youth's physical, psychological and social growth. In most cases, high rates of alienation, disconnection and boredom from meaningful challenge are not signs of psychopathology but rather, it can be seen as a sign of deficiency in positive development. The present study focuses on the concept of positive youth development (PYD) and its assessment in Indian education setting. The objective of the study was to assess the dimensions of positive youth development among adolescents. Positive Youth Development Inventory developed by Arnold, Nott, and Meinhold (2012) was used for data collection. Data comprised of l00 adolescents (50 males & 50 females) age range between l6-18 years for the present study. The obtained data has been analyzed using descriptive statistics like Mean, Standard Deviation (SD), Independent sample t test. The study showed higher scores of female participants in comparison to the male participants on Positive Youth Development. It was also found that females scored higher on the dimensions of Positive youth development that are emotionally regulated like character, connection and caring. While males scored higher on cognitive dimensions of positive youth development like competence and confidence. Researchers recognized need to promote positive youth development among youths, efforts are being made to establish appropriate programs for interventional purposes.

Football, sport and the development of young people’s life skills

The development of life skills has been associated with participation in sport, football and other physical activities. A factor in enabling this ambition to be realized is the actions and behaviours of sports coaches. Drawing on the concept of positive youth development through sport, the first part of this paper considers the types of environments coaches need to create in order for players to develop life skills. The second part of this paper discusses formal coach education and its role in developing coaches’ knowledge of life skills development. The third and final section of this paper offers an alternative explanation of how people’s exposure to certain social contexts results in the development of life skills. A review of literature in these areas reveals that the role sport and football has played in players’ development of life skills is unclear and in need of future research attention.

Youth sport coaches’ role in facilitating positive youth development in Portuguese field hockey

Researchers have examined youth sport coaches’ role in facilitating positive youth development (PYD). This past research demonstrates that when coaches use an intentional approach to development, they can play an important part in helping young people to reach adulthood with the necessary competencies to face the social challenges ahead. However, studies within the area of PYD through sport have predominantly emanated from English-speaking countries and there remains a need to better understand coaches’ views on PYD within different countries’ sport systems. The purpose of this study was to examine Portuguese coaches’ perspectives on their role in facilitating PYD in youth field hockey. The participants were 11 youth field hockey coaches (2 females and 9 males) who coached athletes between 6 and 18 years of age. Findings showed how the coaches believed PYD could be fostered as they discussed several PYD-related concepts (e.g. life skills) they deemed were being developed in field hockey. However, creating enjoyable environments and talking about life skills with players were the only explicit initiatives discussed by the coaches with the intent of fostering PYD. Coach education was perceived by half the sample as an important learning situation to gain competencies to facilitate PYD, while the other half emphasised that coach education courses were lacking in material associated with this topic. Those who saw value in coach education presented a narrow view of PYD as being solely associated with the psychological aspects of coaching. Moving forward, coach education courses should first be designed to have coaches understand the full spectrum of the concept of PYD and be framed as suitable learning environments where coaches can learn how to foster PYD.

A Study on Improvement Points in Youth Leisure Facilities based on the Concept of Positive Youth Development

A Study on Improvement Points in Youth Leisure Facilities based on the Concept of Positive Youth Development

Perspectives of Youth in Care in Serbia

In the context of evaluating child protection reform in Serbia, we explored the concept of positive youth development as well as how they experienced and understood the experience of placement. We sought to understand how youth perceive their strengths, the role of the care system, their views on how life experiences affect their strengths and how they see their future. Our position is that the way in which children see their situation is equally valuable as any other point of view, and that their doubts, questions and views should be learned in the research process. We used the methodology of semi-structured in-depth interviews conducted with 16 young people in care aged 13–18 years. Results indicate their limited involvement in the process of making decisions related to their life and future. There is a strong need for meaningful involvement of children and young people in order to ensure their positive development.

Positive Youth Development Interventions Impacting the Sexual Health of Young Minority Adolescents: A Systematic Review

A systematic literature review was conducted to assess the utility of Positive Youth Development (PYD) concepts in promoting positive sexual health behaviors in young minority adolescents ( n = 12 studies). Interventions reported significant associations between PYD-focused interventions and ever having sex, sexual partners in the last 30 days, using protection at the last sexual encounter, and decreased pregnancy rates. Outcomes were reviewed by age, gender, PYD constructs, cultural tailoring of interventions, and retention rates. Few interventions focused exclusively on young minority adolescents. PYD can be an effective tool in promoting sexual health in younger minority adolescents, but additional research is needed to determine beneficial strategies for this age group and timing of interventions. Recommendations for future studies include additional guidance on operationalization of PYD concepts, effective cultural tailoring methods, dosage of intervention components, and de-linking minority status from socioeconomic status (SES) and high-risk behaviors.

A Qualitative Evaluation of the 4-H Record Book in Light of the PYD Concepts: Belonging, Mastery, Independence, and Generosity

The highlights of a study of the 4-H Record Book (RB) in light of the four positive youth development (PYD) concepts: belonging, mastery, independence, and generosity are discussed in this paper. Utilizing qualitative methods we interviewed 21 participants (14 leaders, 9 recent 4-H alumni) from 9 states. Results describe the ways in which participants perceived that the RB (a) supports the four PYD concepts (e.g., “RB fosters independence through the goal setting, monitoring, and appraising process”) and (b) does not support, or should be revised to support the concept (e.g., “RB competitions may hinder mastery”). Our results support the RB as a PYD intervention but we recommend that states/counties consider these results when revising RBs. In light of concerns about age and developmental appropriateness, we suggest that the most pressing question is whether or not the traditionally formatted RB is appropriate for all 4-Hers. We encourage RB committees to engage professionals with developmental expertise (e.g., educators) in RB revisions.

Religiosity/Spirituality and Substance Use in Adolescence as Related to Positive Development

Positive youth development interventions are strategies to address adolescent health risk behaviors and are recommended in Healthy People 2020. Although the incorporation of spirituality into these programs has been recommended, much of the empirical literature actually addresses religiosity rather than spirituality. The purpose of our review of 36 studies published between 2007 and 2013 was to (1) examine the relationship of religiosity and/or spirituality to substance use and abuse in adolescence, (2) discuss the measurement and meaning of the concept of spirituality in contrast to religiosity in adolescence, and (3) discuss the implications of these empirical studies for the concept of positive youth development. Findings from this literature review supported earlier findings of an inverse relationship between religiosity and substance use, a lack of or inconsistent definition of spirituality and religiosity as well as limited measures to address these constructs. Recommendations from this review include dedicated work by interdisciplinary teams to address consistency in definitions and creation of consistent tools that include consideration of the stages of development included in the adolescent years. From a research and clinical perspective, an interprofessional approach to clarify the concepts of spirituality and spiritual development would not only benefit research but could inform the substance abuse prevention field. This work is essential to insure that evidence-based strategies, which include religiosity and spirituality, are developed with the goal of protecting youth and supporting positive development of adolescents.

Physical education and sport programs at an inner city school: exploring possibilities for positive youth development

Background: School-based recreational opportunities for youth from low-income inner-city neighbourhoods are often lacking. School programs represent an ideal location for promoting youth development in low-income areas because they can provide safe, supervised, and structured activities. Such activities should include not only physical education (PE) programs, but other extra-curricular activities such as intramural sports and school sport teams. Because we were interested in how these programs were associated with youth development, we used the concept of positive youth development (PYD) to guide this study. Purpose: This case study examined school staff members’ and children's perceptions of school PE, intramural sports, and sport teams with a view to establish factors that facilitated or impeded PYD. Method: Data were collected via individual interviews with eight teachers and 59 children from an inner-city school that had a mission to promote positive behaviors consistent with PYD. Interviews were transcribed verbatim and subjected to a categorical aggregation analysis procedure. Results: Findings showed factors that facilitated or impeded PYD varied across different contexts. In PE, the importance of a specialist PE teacher and establishing clear boundaries during lessons while providing children with perceptions of choice were important. Children enjoyed intramural sports, but there were few attempts to create an appropriate developmental atmosphere during these sessions. In fact, intramural sports were associated with negative student interactions. Coaches of the sport teams used techniques to promote social interactions and respect. Most notable student outcomes associated with PYD related to fostering empathy and social connections. Conclusion: These findings showed differences in contextual factors across the PE/sport programs that helped promote or impeded PYD. These differences revealed some practical suggestions for promoting PYD, which include focusing on the developmental orientation of PE classes, the fun of intramurals, and the ‘life skills’ focus of the sport teams. Furthermore, we suggest an integrated, school-wide approach is required to help promote PYD.

Investigating the place of forgiveness within the Positive Youth Development paradigm

This article examines the place of forgiveness within the Positive Youth Development (PYD) paradigm. We suggest knowledge of forgiveness can be advanced by understanding it from a developmental perspective. We review research indicating that forgiveness can contribute to positive developmental outcomes during adolescence and we explore theoretical relationships between forgiveness and three important components of the PYD perspective: the development of a moral identity, developmental assets and adolescents as co‐producers of their development. These particular PYD concepts are discussed because of their relation to scholarly work on forgiveness and because they can provide a developmental perspective that may advance our understanding of forgiveness. Finally, we discuss the implications of conceptualising forgiveness from a PYD perspective for research on forgiveness and for forgiveness education. Research implications include examining how youth move from one point in the forgiveness process to the next, investigating forgiveness across transgressors and contexts and exploring individual differences in forgiveness. Implications for education include integrating forgiveness education into youth programmes, developing models of forgiveness and teaching youth strategies to gain self‐awareness and increase intentional action.

Positive Youth Development: Is There a Nomological Network of Concepts Used in the Adolescent Developmental Literature?

To gauge the status of connections between the research literature about adolescent development and current theoretical and applied work pertinent to the concept of positive youth development (PYD), we assessed whether the adolescent development literature from 1991 to 2003 reflected a network of terms associated with PYD. A list of 16 terms potentially linked to PYD was generated by integrating conceptualizations of PYD presented in key scholarly publications and found among the ideas of scholars who are expert in the PYD perspective. The presence of these terms was then assessed in a set of nine leading development journals. The analysis of more than 5,500 article titles and abstracts indicated that a nomological network of concepts pertinent to PYD has not yet emerged in the research literature. We discuss possible reasons for the disparity between this sample of publications in developmental science and the growing theoretical and applied interest in PYD.

Youth Development

The concept of positive youth development has been discussed and implemented for over ten years. The more recent emphasis on the connection between community and youth development is as important to the African American community in general as it is to African American youth. Opportunities to experience responsibility and involvement in their community, under the guidance of supportive adults, provide youth the chance of success for themselves and, ultimately, their communities.