Positive Youth Development Outcomes Research Articles

Caregiver behaviors associated with positive youth development among bereaved children

Grounded in Multidimensional Grief Theory, this study examined the cross-sectional associations between child-reported caregiver grief facilitation behaviors (ongoing connection, grief expression, existential continuity and support, grief inhibition/avoidance) and positive youth development outcomes (future orientation, gratitude, social responsibility) in treatment-seeking bereaved children ages 7 to 18 (N = 170; 54.1% girls; 35.9% Hispanic/Latinx, 24.9% White, 17.8% Black) from the United States. Results indicate that higher levels of perceived caregiver existential continuity and support (behaviors theorized to promote the continuity of child routines and reassurance of a positive future after experiencing a death) were associated with greater future orientation and social responsibility values among participants. Findings suggest that in the wake of a death, structured and supportive caregiver responses may be related to children’s positive outlook on their future and commitment to others.

Motivations, program support, and personal growth: Mentors perspectives on the reciprocal benefits of cross-racial mentoring relationships with black youth

Community-based mentoring (CBM) programs are popular interventions for promoting positive youth development outcomes for Black youth, however, many youth mentoring relationships in CBM programs (e.g., Big Brothers Big Sisters) are characterized by cross-racial matches. There is scarce research describing how mentors’ motivations and life experiences influence interactions with their mentee, the program components that supported them as mentors, and the perceived benefits they attribute to participating in cross-racial mentoring relationship. Using a constructivist grounded theory approach, 28 interviews were conducted with current and former mentors from six different Big Brothers Big Sisters community-based mentoring programs across the United States. The findings highlight specific factors that motivate individuals to volunteer their time as a mentor, mentoring program components mentors found helpful throughout the relationship, and the benefits they receive from engaging in a cross-racial mentoring relationship with Black youth.

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.

The development of the 5Cs of positive youth development in a school year: A 3-wave longitudinal study of Slovenian youth during the COVID-19 pandemic.

The paper analyses the longitudinal pathways for the 5Cs of positive youth development outcomes (Competence, Confidence, Character, Caring, Connection) in a school context during the COVID-19 pandemic. The theoretical framework for the paper is provided by the Positive youth development (PYD) perspective, which focuses on the importance of the interplay between individual characteristics and contexts. In the period of adolescence, school and its characteristics are one of the most influential contexts for the promotion of positive youth development. Therefore, the paper focused on the changes in the 5Cs in one school year using the methodology of longitudinal research (latent growth modeling) with three measurement points (beginning of the school year, middle of the school year, and the end of the school year). We used a sample of Slovenian youth (N = 1241 participants; 59,5% female; M age = 15.35, SD = 1.21) who participated in the PYD-SI-MODEL study and responded to the PYD questionnaire during the current COVID-19 pandemic. In addition, we tested whether the development of the 5Cs in a school year differed by gender, age, and school level (lower-secondary, upper-secondary). The results indicated a significant decrease in Connection, Caring, and Character from the beginning to the end of the school year and an increase in Competence and Confidence in the same period. Significant intercept-slope interactions were detected in Confidence and Connection indicating that their higher initial level is associated with a more stable trajectory throughout the school year. In addition, we found that gender and school level play a significant role in several of the pathways while age was not a significant covariate with any of the Cs. The study is the first to test 5Cs pathways in one school year, using Slovenian data. In addition to the important role of contexts on positive developmental outcomes, the study highlights the significance of 5Cs promotion in pandemic times as much as in more stable times.

Effects of developmental relationships on the well‐being of youth in high‐stress families

AbstractObjectiveIn this research, we investigate the effects of parent‐youth developmental relationships on 15 psychological and social‐emotional outcomes for 633 matched pairs of adolescents and parents (50% low‐income), including 176 who met the criteria for being high‐stress families.BackgroundFamily stress and childhood adversity have a significant negative impact on youth development, but positive family relationships can ameliorate those effects. Previous research has primarily focused on the affective and discipline domains, with a reliance on retrospective recall of childhood adversity and family stress.MethodThis paper engaged adolescents and parents in paper‐and‐pen and online surveys. Analyses are completed using logistic regression.ResultsYouth from high‐stress families who had strong developmental relationships with parents were 7 to 33 times more likely to report positive developmental outcomes in comparison to youth from high‐stress families with weaker developmental relationships with parents. By including a wide range of 15 psychological and social–emotional positive youth development outcomes, our current study illuminates a breadth of positive development that is promoted when families are able to construct strong developmental relationships, despite experiencing significant life stresses.ConclusionParent–child developmental relationships can ameliorate potential negative effects of childhood adversity and family stress on positive youth development.ImplicationsProgram and resource supports for strengthening parent–child developmental relationships are a necessary and critical part of the needed comprehensive response to adverse childhood experiences and family stress.

Real-world trial of positive youth development program “LifeMatters” with South African adolescents in a low-resource setting

Positive youth development (PYD) programs have significant health and well-being benefits, but these are rarely examined in low- or middle-income countries such as South Africa. LifeMatters is a 10-session PYD program combining elements of sport psychology and cognitive behavioural theory. We conducted a pragmatic trial of LifeMatters, implemented by trained university student facilitators with three groups of South African adolescents (n = 28; aged 13–19 years) in a low-resource setting. Paired t-tests and Wilcoxon signed-rank tests indicated improvements (pre- to post- program) in adolescent personal growth, self-efficacy, self-esteem, and PYD outcomes. Evaluation forms (qualitative data) revealed participants enjoyed the program content, connected with facilitators, learned psychological skills and prosocial values, had intentions to share learned content, and would repeat the program. Focus groups were performed with program facilitators and field notes documented implementation. Thematic analysis identified three themes relating to program content, -implementation, and -impact. Study feasibility was influenced by several overlapping challenges/barriers. LifeMatters was considered culturally relevant and effective; implementation outcomes, implications for practice, and suggested improvements are discussed. This pragmatic trial provides insight into the utility of using trained student facilitators to implement a PYD program teaching psychological skills to adolescents in a low-resource setting.

Why Youth Leave 4-H After the First Year: A Multistate Study

Enrollment in US youth development programs is decreasing annually. Research has shown that youth in the 4-H youth development program experience a broad range of positive youth development outcomes, including greater community contributions, healthier choices, higher academic competence, critical life and leadership skills such as problem-solving, goal setting, communication, responsibility, and a sense of belonging and purpose. Finding ways to retain youth in the program for more than a year or two can profoundly impact society due to the skills developed and opportunities provided to youth in 4-H. The purpose of this study was to understand why youth might leave the 4-H program after one year of involvement. Using data from a multiyear, multistate study of first-year 4-H members, we examined why youth might leave the program and what first-year experiences correlate with youth dropout. Quantitative and qualitative survey data suggest that youth leave the program because of challenges related to belonging, welcoming, time, communication, interactions with adults, and overall organization. These findings can provide youth development faculty, programming staff, and volunteers with directions for improving the program to retain more youth.

Environmental Action Programs Using Positive Youth Development May Increase Civic Engagement

Civic engagement in adults may be influenced by their participation as young people in environmental action programs. To assess this hypothesis, we conducted a case study to see if an environmental action program at the St. Louis Zoo impacted participants’ civic engagement in respect to positive youth development practices. During 2019, we surveyed youth from the St. Louis, Missouri area participating in the Bye-to-Bags program, which was a student-initiated program. We used a modified measurement scale for civic engagement outcomes, and measured three positive youth development practices: sparks, or an individual’s passions; adult relationships; and voice. We found that civic engagement and positive youth development outcomes were both present in the Bye-to-Bags program, which offered opportunities for youth engagement in environmental action in the community. Our results also showed that zoos with environmental action programs may increase youth civic engagement, especially when young people are given a sense of voice in programmatic decisions supported by strong adult relationships. Environmental education programs promoting sustainable behavior may help young people become environmentally responsible and civically engaged adults.

Conceptualizing and measuring positive youth development in sport: a scoping review

ABSTRACT Despite the pervasive belief that sport can serve as a vital context for positive youth development (PYD), the associated empirical evidence to support these claims is less compelling. To advance the field, the purpose of this scoping review was to better understand how sport-based PYD researchers conceptualize PYD, and both operationally define and measure PYD outcomes. A final sample of 78 non-experimental, quantitative research articles involving 90,665 youth (M age = 14.16 years) met inclusion criteria. Results revealed a wide and inconsistent array of (a) conceptual models and definitions for PYD, (b) constructs used to operationalize PYD, and (c) measures used to assess these PYD constructs. Only 38 of the studies (48%) explicitly conceptualized PYD using a formal definition and/or framework and there were a total of 243 unique operational definitions to represent PYD through sport (assessed a total of 632 times). In light of these findings, we offer a set of recommendations with the intent to strengthen future quantitative, sport-based PYD research. We believe that adherence to these guidelines carries the potential to enhance future theoretical and practical contributions, and help to better understand sport as a vehicle for positive development for youth.

The role of positive youth development on mental health for youth of color living in high-stress communities: A strengths-based approach.

Adolescents of color experiencing chronic environmental stress are at an increased risk for adverse mental health concerns and problems behaviors. Concepts drawn from the Positive Youth Development (PYD) framework identify internal and external assets that suggest positive outcomes for youth and promote resilience. The present study investigated the relationship between the Five Cs and Sixth C models of PYD (represented by youth competence, confidence, connection, caring, character, and contribution) and the likelihood of anxiety/depressive symptoms and behaviors in conflict with the law among urban youth of color residing in high-stress communities. Data were collected during a longitudinal cross-age peer-mentoring program from a sample of 151 adolescents of color (M = 16). Results indicated that, when combined, youth competence, confidence, connection, caring, character, and contribution predicted decreases in behaviors in conflict with the law over time. Internal PYD dimensions were significantly associated with decreased behaviors in conflict with the law over time, whereas external PYD dimensions were significantly associated with decreased anxiety and depressive symptoms over time. In addition, gender and levels of chronic environmental stress were found to moderate the relationship between PYD and psychosocial outcomes. The findings suggest the value of the PYD framework for understanding psychosocial outcomes for urban youth of color. Limitations of the present study and implications for future research are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Exploring the Relationship Between Program Experience and Youth Developmental Outcomes

Program quality is an important topic for improving out-of-school time youth development programs. High levels of program quality may contribute to enhanced positive youth development outcomes. This paper explores aspects of program quality in the California 4-H Youth Development Program and its relationship to positive youth development outcomes. Results indicated few demographic differences in program quality as experienced and reported by youth. Youths who reported higher levels of program quality also reported higher levels of positive youth development outcomes. Emotional safety and relationship building, two aspects of program quality, were the most consistent predictors of positive youth development outcomes. Youth development programs should assess their current program quality practices to look for needs, especially related to emotional safety and relationship building. Further, program administration and staff should model critical aspects of program quality for direct service providers

Building Youth Infrastructure: Early Lessons From the Youth Systems Collaborative

In recent years the international youth development field has increasingly acknowledged that purposeful action at the systems level is critical for achieving positive outcomes for youth, sustainably, equitably, and at scale. In 2018 a group of international organizations formed the Youth Systems Collaborative, a community of practice whose aim is to promote international learning on youth systems change efforts. Building from the collective learning of this group, this paper offers a framework for understanding how widespread and sustained positive youth development outcomes can be achieved in low- and middle-income countries. Five enablers that advance systems change are presented: stakeholder collaboration; vision and goals; systems mapping; data, evaluation, and learning; and capacity development, as well as 4 domains within which system change occurs: policies, services and practices, norms and mindsets, and resource flows. Each of these 9 dimensions is illustrated with lessons learned from both U.S. and international youth systems change efforts. The paper concludes with a call to action for diverse system actors to apply these lessons as they support youth to reach their full potential.

Predicting Positive Youth Development from Self-Regulation and Purpose in Early Adolescence.

A Positive Youth Development (PYD) perspective emphasizes adolescents' potential for healthy, successful development. Researchers have introduced a variety of constructs that may promote PYD. For example, Intentional Self-Regulation (ISR) enables youth to seek out and use resources in the environment; purpose can help youth navigate and overcome obstacles. We examine connections between ISR, purpose and two PYD outcomes: confidence and connection. Data come from 763 Scottish youth (ages 12-14). We estimated fixed-effects regression models predicting confidence and connection from both ISR and purpose, confirming outcomes were independently associated with one or both predictors. Our findings are especially salient to the field of youth purpose, linking purpose with specific PYD outcomes.

A Person-centered Approach to Violence Exposure in Postwar Colombian Youth: Demographic Covariates and Positive Youth Development Outcomes.

While the negative impact of extensive exposure to community violence and armed conflict is known, less emphasis has been focused on outcomes supportive of resilience. It is critical to begin exploring these constructs to both promote healing from decades-long conflict and to inform targeted interventions that focus on positive youth development in contexts of adversity. This study thus utilized a person-centered approach to estimate violence exposure profiles among 3,443 Colombian youth to explore what demographic covariates and positive youth development outcomes, such as school engagement, hope, goals, social competence, future expectations, and barriers to education were associated with each violence exposure profile. Four profiles emerged: a low exposure profile, a high community violence profile, a some combined exposure profile, and a high combined exposure profile, each with various levels of community violence witnessing and victimization as well as armed conflict exposure. Demographic covariance results showed older, urban, male youth were more likely to be in the high violence exposure profiles compared to the low exposure group. Youth in the high combined exposure profile were more likely to have lower hope, educational expectations, and social competence compared to the low exposure group. Findings highlight that a person-centered approach provides a more multidimensional view of adolescent violence exposure. Demographic differences suggested the importance of tailoring violence prevention initiatives to the local context. Finally, results concerning positive youth development outcomes suggest that resiliency-oriented constructs, which can be instrumental toward youth's postwar healing and growth, should be emphasized among populations who experience high levels of co-occurring exposure.

Trajectories of civic socialization in context: Examining variation among children in African American and Black immigrant families.

Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts related to adolescent civic development. Person-centered analysis (PCA) through trajectory modeling was conducted using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Family-level inclusion criteria was used to identify the subsample wherein at least 1 parent identified as Black or African American (N = 3,562); 49.5% of children were female. The ECLS-K component measure of socioeconomic status (SES) indicated that most families were from low SES backgrounds (54.5%), followed by middle and upper-middle class (36.4%,), then upper-middle class and beyond (9.1%). Civic development was measured by the PYD outcomes of competence, confidence, connection to school and peers, caring, and character, which have positively accounted for civic engagement across ethnically and racially diverse youth. Findings suggest that diversity in socialization experiences, sociocultural background, and context result in differential outcomes of civic development. This builds on previous civic engagement work by affirming the importance of parental perceptions, civic opportunity, socialization practices, and context. Moreover, this work highlights ethnic diversity among Black youth in civic development and suggests that being from an immigrant family is associated with differential civic outcomes relative to their nonimmigrant counterparts. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The Experiential Nature of Coach Education Within a Positive Youth Development Perspective: Implications for Practice and Research

Coaches’ role in positive youth development (PYD) has been extensively studied around the globe. Coach education has been considered crucial in helping foster PYD outcomes, such as emotional regulation, goal setting, and leadership. Thus, several researchers have attempted to provide a comprehensive understanding about how experiential learning could be utilized within PYD-focused coach education programs. The purpose of this article was to provide insight on the implications for research and practice associated with the integration of experiential learning opportunities within PYD-focused coach education. The authors shed light on how the existent literature on experiential learning may help bridge the gap between the delivery of PYD-focused coach education programs and actual coaching practices. Implications for research and practice are discussed in order to provide insight on how PYD-focused coach education programs could be configured to effectively train coaches and enhance their ability to promote PYD outcomes, such as life skill development, among youth athletes across a range of contexts.

Promoting positive development among youth from refugee and migrant backgrounds: The case of Kicking Goals Together

ObjectivesThe purpose of this study was to explore the case of Kicking Goals Together (KGT), a programme that combines a football competition with a life skills education intervention to elicit Positive Youth Development (PYD) outcomes for youth from refugee and migrant backgrounds. The Holt et al. (2017) model of PYD through sport provided the framework for the analysis of the case. MethodsSemi-structured interviews were conducted with ten participants comprising six of the programme’s participants and four stakeholders. A deductive-inductive content analysis was used to explore the individuals’ perceptions and experiences, the PYD outcomes, and the climate and implicit and explicit processes that related to these outcomes. FindingsThe KGT climate supported the making of new friends and meeting new people; provided supportive relationships with adults; while participants described parents as being proud, supportive, but distanced. Personal outcomes related to PYD included increased confidence, improved networking skills, and enhanced employment opportunities. The social outcomes included improved communication, development of intercultural understanding and acceptance, improved teamwork and leadership, and a greater sense of belonging to a wider and more inclusive community. ConclusionAnalysis of the findings provided support for the analytical generalisation (Smith, 2018) and value of the Holt et al. (2017) model. Specifically, in highlighting how the structure and climate of the KGT initiative supported PYD outcomes. An environment that celebrated cultural diversity, and where youth had access to adults who were “functional advocates” (Whitley, Massey, & Wilkinson, 2018, p. 121) was identified as key to the achievement of these outcomes.

Coaching Positive Youth Development in Brazil: Recommendations for Coach Education Programs

Coaching positive youth development (PYD) represents a challenge for many participation and high-performance coaches across the globe, including in Brazil. Coach education has been acknowledged as a formal learning context that may help prepare coaches to effectively foster PYD outcomes and provide high-quality developmental experiences for athletes across different sport contexts. Therefore, the purpose of this paper is to describe the key concepts and existing guidelines for coaching and coach education in Brazil, and provide context-specific recommendations for coach education to include PYD materials. Coaching in Brazil includes a long preparation period that includes diversified opportunities for coach learning. However, there are some discrepancies between the objectives and outcomes prioritized by governing bodies and sport organizations and how learning contexts are framed. In other words, although PYD is considered to be a necessary endeavor, it is not explicitly included in any coach education program. Moving forward, we provide several recommendations, through a bottom-up approach, in order to embed PYD within the Brazilian sport system.

Positive Youth Development through a Co-Designed Modified Boxing Program

A modified boxing program in which youth and adults participated together ran for almost five years at an Australian community youth club. It was initially focused on preparing participants for occasional modified boxing competitions in which impacts to the head and neck were prohibited and any forceful impacts were penalized. The Head Coach of the program initiated regular small-group and individual discussions with participants and used the outcomes to guide program iteration. The participants became co-designers of the program and therefore architects of their own sport experience. This led to substantial changes in the nature of the program, with interpersonal competition progressively de-emphasized and eventually almost entirely removed. Increased attention was directed to building a cohesive, inclusive community and engaging in cooperative endeavours that provided a shared sense of purpose. Natural adult mentors emerged, and some adolescents took on peer leadership roles. Through a partnership between the club and a local university, program participants became involved in diverse research activities aimed at program improvement. Young program participants began to anecdotally report obtaining broad-ranging benefits from the program, and these reports were subjectively corroborated by parents and natural mentors. To determine the nature of any such benefits, we examined records of discussions that the Head Coach had logged in a detailed journal over the course of the program. We targeted a purposeful sample that included six young program participants and twelve adults who had varying program connections. Thematic analysis performed on the records of discussions with the selected subjects revealed that the most common perceived benefits that young people derived from the program were increased determination, increased self-confidence and enhanced leadership skills. Specific program features most clearly associated with these outcomes were fostering of positive and supportive relationships, collaborative involvement of the young people in determining program directions and provision of opportunities for positive observational learning. These findings are consistent with published literature and contemporary theories on positive youth development. Although positive youth development was not the explicit objective of the modified boxing program, the establishment of functional youth-adult partnerships and co-design procedures in the program environment caused the program to take on characteristics that research has identified as critical to attainment of positive youth development outcomes.

Study protocol for a 2-year longitudinal study of positive youth development at an urban sport for development facility

BackgroundYouth facing barriers created by social marginalization are at a greater risk of adverse health outcomes, lower educational and occupational attainment, and decreased overall quality of life as adults. The negative psychosocial and physiological consequences of significant barriers to positive development during youth may be mitigated by interventions promoting physical activity, psychosocial development, and healthy behaviours. Sport for Development programming is a possible opportunity for youth facing barriers to engage in activities that foster positive youth development, which may improve socioeconomic outcomes, quality of life and long-term health status in this population. This paper outlines the study protocol measuring impact of an urban Sport for Development facility on positive youth development in youth facing barriers.Methods/designParticipants aged 6–29 will be recruited from programs at an urban Sport for Development facility to a 2-year prospective longitudinal mixed-methods study. Participants will be stratified by age into three cohorts with age-specific outcomes. Age-specific positive youth development outcomes will be assessed quantitatively by self-report and pedometer at baseline and after 6 months, 1-year, and 2-years of program participation. Focus groups will provide data regarding youth experience and the impact of facility and program components on youth outcomes.DiscussionOur findings will inform best-practice and feasibility of a Sport for Development facility delivering programs in a socially and economically challenged urban setting in a high-income country.Trial registrationISRCTN67016999. Date of registration: October 22, 2019.