Youth Development Research Articles

The past, present, and future of research on religious and spiritual development in adolescence, young adulthood, and beyond

This article serves as an introduction to the special issue on Contemporary Issues in Religious and Spiritual Development in Adolescence, Young Adulthood, and Beyond. First, we give an account of the history of research on religious and spiritual development in adolescence and beyond. Although religion and spirituality have a long history in psychology, it is still an emerging area of research. Second, we summarize the current body of work on religious and spiritual development in adolescence and beyond. Most research in this area has focused on outcomes, particularly religion and spirituality as a protective factor against negative youth outcomes. Some work has also looked at individual and contextual predictors of religion and spirituality. Less is known about processes and trajectories of religious development, particularly in terms of changes in religious identification. Third, we recommend directions for future research in this area. We focus on the need for research to look at the role of religion and spirituality in positive youth development, the religious and spiritual experiences of religious minority youth, religious and spiritual challenges faced by sexual minority youth, and processes and predictors of religious deconversion. Fourth, we outline the four review papers on contemporary issues in religious and spiritual development featured in the special issue. These papers provide literature reviews on four important directions for future research.

Gratitude Buffers Against the Effects of Stressful Life Events on Adolescents’ Externalizing Behavior but Not Internalizing Behavior

AbstractThe identification of psychological strengths that foster healthy development in youth has become a major topic of exploration in the field of positive psychology. Gratitude is a trait-like characteristic with qualities indicative of a potential psychological strength that may serve as a protective factor for early adolescents in the face of stressful life events (SLEs). This two-wave longitudinal study utilized data from a sample of 830 middle school students from the Southeastern United States. Path analysis was employed to investigate gratitude’s role as a moderator in the relations between prior SLEs and early adolescents’ frequencies of externalizing and internalizing coping behaviors. The interaction between SLEs and gratitude significantly predicted early adolescents’ subsequent frequencies of externalizing behaviors, but not internalizing behaviors. The results provided support for gratitude as a key psychological strength in early adolescents. The results also implied the benefits of promoting youths’ gratitude in efforts to prevent externalizing behavior.

Lived Experiences of Youths Who Underwent Project Metamorphosis: A Case in Buguias, Benguet

The Project Metamorphosis was launched by the Benguet First Provincial Mobile Force Company to mobilize the youths in a leadership-building activity and educate them of the bad effects of joining Communist Terrorist Groups. These skills could be used by the youths in handling dynamic pressures in their lives. Since its inception in 2018, Project Metamorphosis has primarily benefited youths in Buguias, Benguet and there have been no studies conducted to review the project. This study determined the extent of the effect of Project Metamorphosis on the youth participants in Buguias, Benguet, and the problems they encountered while attending the said project. This study used a qualitative method which collects the data directly from the respondents through interviews. Further through thematic analysis of the data gathered, it answered the problem with these findings: 1. The Project Metamorphosis positively impacts the participants’ personal growth, teamwork, leadership skills, communication abilities, and awareness of societal issues. 2. The findings on the challenges encountered by the participants showcase a comprehensive approach to learning and development within Project Metamorphosis, encompassing experiential learning, mentorship, time management, and emergency preparedness. In conclusion, the participants’ lived experiences indicated collaboration with other members led to their realization that teamwork and unity are necessary. Also, indication that participants who joined the Project cultivated knowledge, skills and attitude. Moreover, the challenges encountered by the participants revealed the inadequacy of activities to achieve the desired outcome. Therefore, the study proposes modifying the Project’s program of activities. Keywords: Youth Leadership and Development, Project Metamorphosis, Buguias, Benguet

Developmental assets in emerging adulthood—Systematic review

Characterizing emerging adulthood as a period of the life course has proven to be relevant in understanding development and intervention with a focus on a positive orientation in the life course trajectory. Characterized by individualization, this period implies that people are increasingly compelled to depend on their own resources to build their life course trajectory. Identifying which resources place the person on a positive developmental trajectory becomes more relevant. Within the field of the Positive Youth Development, the Developmental Assets® model specifically focuses on which resources, that is, which personal and contextual characteristics of emerging adults can favor a positive orientation in the trajectory of the life course. The objective of this investigation is to analyze the utilization of the Developmental Assets model in the emerging adult population. In the review process, the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) protocol was applied. Research was conducted in July 2023 in electronic databases, namely: Web of Science, Scopus, Science Direct, ERIC, PsycArticles, SciELO and B-on. In this review, 13 articles published between 1999 and 2023 were included. Results indicate diversity in adopted methods, both on conceptualization of the concept and its operationalization. Results of the analysis of studies included indicate the relevance of applying the Developmental Assets model in emerging adults and the importance of its exploration in future investigations. The utilization of the model in the population of emerging adults is suggested as a strategy focusing on a positive developmental trajectory.

Promoting physical activity and youth development in schools: the case for near-peer coaches.

Sports-based youth development (SBYD) programs provide an inclusive, supportive environment for promoting physical activity as well as nurturing the development of life skills which, in combination, promote physical, mental, and emotional health in youth. The Up2Us Sports SBYD program was implemented in six schools in New Orleans, Louisiana in 2020-2022, where near-peer coaches from the community were placed in schools and present throughout the school day. The intervention period straddled the COVID-19 pandemic as well as extreme weather events, modifying program delivery. An exploratory case study was conducted to understand participant experience amid program disruptions and modifications, as well as their perceptions of program impact on physical activity and health. Interviews with coaches (n = 7), focus groups with youth (n = 14) and program observation data were triangulated to provide a description of the case. The major theme that emerged from the case study was the centrality of the near-peer mentorship relationships between coaches and youth. Participants believed near-peer relationships facilitated life skill development and increased opportunity for physical activity in schools, but pressures on coaches' time and external challenges in the community were limiting factors to the extent of program impact. This community case study demonstrates the potential role for near-peer mentors in influencing the health and wellbeing of youth from under-resourced communities and highlights the opportunity for school-based SBYD programming to provide youth with a consistent source of both relational and physical activity support.

Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment

AbstractThis study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD‐SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD‐SF and the Social‐emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within‐person variability from between‐person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social‐emotional constructs from the PYD‐SF and an assessment of social‐emotional assets and resilience were examined. A two‐level confirmatory factor analysis using seven PYD factors and the Social‐Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social‐emotional constructs from the PYD‐SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social‐emotional constructs of the PYD‐SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.

Comparative Analysis of Juvenile Crime and Protection Policies Between China and the United States and Their Implications

Youth represent the future of the nation and are the beacon of hope for people. Their actions significantly impact the country's trajectory and destiny. Juvenile delinquency has always been a focal point of societal concern. In recent years, incidents of juvenile crime have proliferated, affecting not only the development of the youth but also the progress of the nation. This study aims to compare juvenile crime protection policies between China and the United States. Through this comparison, areas where China can draw references and insights to fill the gaps in its juvenile crime protection legal framework are identified. China proposes effective measures to foster holistic development of youth, enhance the government's comprehensive governance capacity, and effectively drive societal progress and development. This research employs analogy analysis and mixed scanning theory to study the laws and policies of China and the United States. Results indicate differences between the two countries in aspects such as the establishment of juvenile courts, educational guidance, and online privacy. China can strengthen the construction of juvenile courts in underdeveloped regions, intensify community education and guidance efforts, and focus on protecting the online privacy rights of adolescents.

Structural racism in primary schools and changes in epigenetic age acceleration among Black and White youth

Structural racism generates racial inequities in U.S. primary education, including segregated schools, inequitable funding and resources, racial disparities in discipline and achievement, and hostile racial climates, which are risk factors for adverse youth health and development. Black youth are disproportionately exposed to adverse school contexts that may become biologically embedded via stress-mediated epigenetic pathways. This study examined whether childhood exposure to adverse school contexts is associated with changes in epigenetic aging during adolescent development. DNA methylation-based epigenetic clocks were calculated from saliva samples at ages 9 and 15 among Black (n = 774) and White (n = 287) youth in the Future of Families and Child Wellbeing Study (2009–2015). We performed latent class analyses to identify race-specific primary school contexts using administrative data on segregation, discipline, achievement, resources, economic disadvantage, and racial harassment. We then estimated change in epigenetic age acceleration from childhood to adolescence across school typologies using GrimAge, PhenoAge, and DunedinPACE epigenetic clocks. Three distinct school contexts were identified for Black youth: segregated and highly-disadvantaged (17.0%), segregated and moderately-disadvantaged (52.1%), and integrated and moderately-disadvantaged (30.8%). Two school contexts emerged for White youth: integrated and unequal (46.5%) and predominantly White & advantaged (53.5%). At age 15, Black youth who attended segregated and highly-disadvantaged primary schools experienced increases in their speed of epigenetic aging with GrimAge and DunedinPACE. Slowed epigenetic aging with GrimAge was observed for Black youth who attended integrated and moderately-disadvantaged schools. School contexts were not associated with changes in epigenetic age acceleration for White youth. Our findings suggest that manifestations of structural racism in primary school contexts are associated with early-life epigenetic age acceleration and may forecast future health inequities.

Review of Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts.

Reviews the book, Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts edited by Radosveta Dimitrova and Nora Wiium (2021). This volume deals with both the applications and interventions of positive youth development (PYD) in the context of families and other systems in global contexts. Additionally, it advances empirical and theoretical knowledge in PYD, refinement of methodological issues, and measurement and integration of PYD-related knowledge with policy, research, and practice. This book will interest a broad spectrum of readers, including social scientists, students, professionals, policymakers, and practitioners from various disciplines. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring Positive Youth Development Approach in Indian Context

Positive youth development (PYD), which arose as a counterbalance to the treatment models in youth work, stresses the role of family, community and other change agents, such as NGOs and educational institutions, in creating services, opportunities and support systems for young people to excel. The article tries to locate the context of PYD approach. Single case study method is employed to document the historical emergence of the Anubhav Shiksha Kendra (ASK) and its adoption of PYD approach. Though the study cannot be generalised, it provides a framework for future empirical studies on PYD in India.

Generalizable Links Between Borderline Personality Traits and Functional Connectivity

BackgroundSymptoms of borderline personality disorder (BPD) often manifest during adolescence, but the underlying relationship between these debilitating symptoms and the development of functional brain networks is not well understood. Here, we aimed to investigate how multivariate patterns of functional connectivity are associated with borderline personality traits in large samples of young adults and adolescents. MethodsWe used functional magnetic resonance imaging data from young adults and adolescents from the HCP-YA (Human Connectome Project Young Adult) (n = 870, ages 22–37 years, 457 female) and the HCP-D (Human Connectome Project Development) (n = 223, ages 16–21 years, 121 female). A previously validated BPD proxy score was derived from the NEO Five-Factor Inventory. A ridge regression model with cross-validation and nested hyperparameter tuning was trained and tested in HCP-YA to predict BPD scores in unseen data from regional functional connectivity. The trained model was further tested on data from HCP-D without further tuning. Finally, we tested how the connectivity patterns associated with BPD aligned with age-related changes in connectivity. ResultsMultivariate functional connectivity patterns significantly predicted out-of-sample BPD scores in unseen data in young adults (HCP-YA ppermuted = .001) and older adolescents (HCP-D ppermuted = .001). Regional predictive capacity was heterogeneous; the most predictive regions were found in functional systems relevant for emotion regulation and executive function, including the ventral attention network. Finally, regional functional connectivity patterns that predicted BPD scores aligned with those associated with development in youth. ConclusionsIndividual differences in functional connectivity in developmentally sensitive regions are associated with borderline personality traits.

Effective family‐based program options for justice‐involved youth

AbstractFamilies play a significant role both in youth's development of criminal behavior and in their desistance of criminal behavior. Nonetheless, programming for families of justice‐involved youth is limited. This article describes two family‐based programs found in the National Institute of Justice CrimeSolutions database. Among 19 programs for families, only the Functional Family Therapy and Multidimensional Treatment Foster Care for Adolescents are documented as effective in helping justice‐involved youths and their families. The discussion proposes how these programs could be used to harness services under special education law for students with emotional and behavioral disabilities who are overrepresented in juvenile correctional facilities.

Perceived discrimination and multiple indicators of positive development among second-generation Chinese-American youth: The moderating role of ethnic identity.

The present study examined the associations among ethnic identity, perceived discrimination and multiple indicators of positive youth development (PYD; i.e., intrapersonal-oriented competence, interpersonal-oriented competence, confidence, caring, character, family connection, peer connection, school and community connection, positive attitudes towards diversity and cultural pride) that were specifically identified among second-generation Chinese-American youth. Participants were 196 second-generation Chinese-American youth (N girl = 93; M age = 14.56, SD age = 1.75) primarily from the greater Boston area in MA, United States. Multivariate regression models were estimated to examine the associations between ethnic identity, perceived discrimination, and each potential indicator of PYD, as well as the moderating role of ethnic identity, controlling for key demographics. (1) Ethnic identity was positively related to all PYD indicators, βs = .32 to .72, ps < .01; (2) perceived discrimination was negatively associated with all indicators of PYD (βs = -.15 to -.32, ps < .05), except for interpersonal-oriented competence and caring; and (3) ethnic identity significantly moderated the relationship between perceived discrimination and family connection (β = .23, p < .01). Findings indicate that whereas discrimination has potential negative effects on the positive development of second-generation Chinese-American youth, ethnic identity may be a key strength that should be considered in PYD promotion practices for these youth.

Adopting a Rights Lens to Children’s Training in Football Academies

Sporting issues are increasingly the subject of legal intervention in the United Kingdom and elsewhere, but the effect of commercial pressures on young football players remains largely unaddressed. Underpinned by an empirical assessment of the English Premier League’s self-regulation on youth development matters, this article argues in favour of the need to adopt a rights-based approach to children’s involvement with professional football academies. Based on data gathered through almost 80 semi-structured interviews across England, the analysis concentrates on stakeholders’ awareness of children’s rights and how they influence football academies. The article concludes with policy recommendations to ameliorate the issues identified. Keywords: children; football; children’s rights; sports; Premier League.

A Comprehensive Analysis of How Sports Affect Youth Development and Social Skills

Abstract: Playing sports as a young person improves their general health and physical fitness. Team sports give essential lessons in cooperation and attaining common goals, hence honing teamwork and collaboration skills. Following training plans and aiming for improvement instills discipline and goal-setting. Managing hardship and overcoming obstacles with grace helps people become resilient and resilient in the face of adversity. By juggling athletics, school, and other activities, one might improve their time management abilities. Sportsmanship, ethics, and regard for others are qualities that foster the development of character. It is possible to develop leadership qualities by inspiring colleagues and exercising initiative. Teamwork, communication, and shared experiences all contribute to the development of social skills and friendships. Reduced stress, a sense of community, and physical activity all improve emotional well-being. Teams and programs are used to promote community involvement.

Dukungan Sosial Penghargaan Teman Sebaya Dalam Mengatasi Fenomena Quarter Life Crisis Di Panti Sosial Bina Remaja Taruna Jaya 1

The phenomenon of quarter life crisis is a phase where teenagers feel a number of conditions, namely conditions of worry, confusion, fear, anxiety, to despair that appear in adolescents in navigating life and reaching for their future. There are 6 indicators in the quarter life crisis limitation area for adolescents, including hopes and dreams in which they have fear of their goals not being achieved, challenges in the academic aspect are a form of concern about the education they are currently achieving, religion and spirituality related to the lack of worship momentum which are still not consistent, Career talks about the anxiety of getting a decent job, Friendship, romance and family relations are fears about forms of community acceptance in the future and whether you can get married and support your family well in the future, as well as Self-identity which is concerned with finding identity and experienced identity crisis. This research used a descriptive qualitative method which was carried out at the Taruna Jaya 1 Youth Development Institution, East Jakarta. Informants in this study amounted to 9 people consisting of 1 companion with consideration of this companion who knows more about the character, behavior of the orphans, and sufficient emotional closeness. 6 orphans with the consideration that these six orphans feel the QLC phenomenon in 6 QLC indicators, and 2 peers with WBS status also with the consideration that the two orphans often provide social support to their peers in the orphanage during the coaching process. Fellow wbs here have an effort to overcome this QLC through a rewarding social support approach. Social support that is often carried out is in the form of positive evaluation, having a positive impact on others, giving positive influence, and positive views on others so that effective social functioning is created in the future.

Exploring the Networks of Relationships Between the 5Cs of Positive Youth Development Through Sport

The theoretical 5Cs model (character, confidence, competence, connection and caring) is a promising theory for evaluating Positive Youth Development (PYD) through sport. Given the scarcity of studies evaluating the interrelationship between the 5Cs of PYD through sport in the Brazilian context, the aim of the present study was to explore the 5C relationship networks. The sample comprised 308 athletes aged between 14 and 24 (M=18, 5±2.35, 54.9% females), who responded to a battery of 5Cs measures in sport. Network analysis was employed, producing six clusters of items. The network graph results suggested that the items Character (2 – leader in the group; 5 – I am better than other) and Competence (32 – ability to be a leader) are central nodes, while the measures of centrality identified the coach-athlete Connection (42 – with my coach, I am ready to do my best; 43 – with my coach, I adopt a friendly stance) as having greater impact than the clusters. The results corroborated the theoretical grounding, which stresses the role of the coach-athlete relationship in PYD through sport. The practical application of these practices is presented here.

Teachers' Implementation of the Identity Project Is Associated With Increases in U.S. High School Students' Ethnic-Racial Identity Exploration.

Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; Mage = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.

Empowering the Cipondok Village Community through sericulture cultivation and digital-based silk fabric weaving

Empowering the community of Cipondok Village through a digital-based sericulture and silk weaving program is a strategic effort to optimize the local economic and cultural potential. This community engagement involves members of the Community Youth Development or Karang Taruna, the Family Welfare Program or Program Kesejahteraan Keluarga (PKK), and the Sabilulungan III Factory as the target groups. The IDEAS team designed several programs to advance Cipondok Village businesses through several stages, namely the planning stage, preparation, program implementation, and monitoring evaluation. Through training and workshops, community participation has increased, leading to a significant improvement in their understanding and skills. The digital marketing program has also been successfully implemented by inaugurating the Sutra Studio Cipondok and the official village website. This new institution, along with the re-branding of woven fabric products, is expected to strengthen the sustainability of the program. The outcomes include an increase in the income of business groups, the effective implementation of marketing strategies through social media and the website, and the establishment of the Sutra Studio Cipondok institution. These steps not only support local economic growth but also integrate the silk fabric products of Cipondok Village into a broader market. The program contributes to the achievement of Sustainable Development Goals (SDGs) numbers 8 and 9 by enhancing decent work and economic growth, as well as advancing infrastructure, industry, and innovation.

A Mixed Methods Examination of Decision-Making During Program Exploration and Implementation in Schools.

Schools are a critical setting to promote healthy youth development through the provision of evidence-based programs (EBPs), yet preventive EBPs in schools are underutilized. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework highlights numerous factors that may influence program adoption during the Exploration phase and progress monitoring during the Implementation phase. However, no research has systematically and simultaneously identified the factors that influence school administrators' decision-making during these important processes. We conducted semi-structured interviews with 24 school administrators in the Midwestern region of the U.S. to understand how they weigh various considerations that inform their adoption and progress monitoring of prevention programs. Results indicated that school administrators consider five separate factors during the adoption decision, prioritized in the following order: need for the program, school community buy-in, contextual fit, resources, and program characteristics (including the evidence-base). Further, administrators consider five indicators to monitor program performance, prioritized as follows: intervention fidelity, quantitative and qualitative data that determine if the identified need was met, school community buy-in, resource consumption, and program characteristics. Implications for prevention scientists and suggestions for future research are discussed.