Applying Research About Adolescence in Real-World Settings: The Sample Case of the 4-H Study of Positive Youth Development

Bowers, Edmond P.; Geldhof, G. John; Johnson, Sara K.; Hilliard, Lacey J.; Hershberg, Rachel M.; Lerner, Jacqueline V.; Lerner, Richard M.

doi:10.1007/978-3-319-17166-1_1

Cited by 14 publications

(27 citation statements)

References 36 publications

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“…As noted by Lerner and colleagues (2005), the PYD perspective has spawned several empirically supported theoretical models. Of these, an especially robust body of evidence has supported Lerner and colleagues' Five Cs Model of PYD (Bowers et al, 2015; see also Heck & Subramaniam, 2009). As described by Lerner et al (2005; see also, Gootman & Eccles, 2002;Roth & Brooks-Gunn, 2003), the Five Cs Model proposes that young people thrive when they show evidence of five ''Cs'': Competence (including intellectual ability and social and behavioral skills); Caring (empathy and sympathy for others); Confidence (positive self-regard and a sense of self-efficacy); Character (integrity, sense of right and wrong, moral values); and Connection (positive bonding with people and institutions).…”

Section: The Five Cs Of Pydmentioning

confidence: 93%

The five Cs of positive youth development in Norway

Holsen

Geldhof

Larsen

et al. 2016

International Journal of Behavioral Development

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As the field of positive youth development (PYD) emerges internationally, models of PYD designed for use in the US must be extended to diverse contexts. For instance, a robust body of evidence supports Lerner and colleagues’ Five Cs Model of PYD in the US, but it remains unclear whether the Five Cs Model can validly capture positive development in other contexts. In this article we examined the Five Cs of PYD using data from 1195 upper secondary school students (ages 16 to 19) in Norway and 839 participants who took part in the 4-H Study of PYD in the United States. Despite some differences, the tests of weak and strong measurement invariance do suggest that the overarching PYD factor as well as a majority of the Cs, retain their qualitative interpretation between the two samples. We next examined correlations between the full battery of PYD items administered to the Norwegian sample and three relevant criterion measures: Anxiety and Depressive symptoms; Life Satisfaction; and Empowerment. The residual Cs tended to correlate positively with indicators of adaptive development and negatively with maladaptive outcomes. The one exception was a positive correlation between Caring and Anxiety and Depressive symptoms. These findings are discussed. Measuring the same constructs in the same way across countries is a prerequisite for studying cultural differences and similarities in development. This study thus represents a step forward in the application of PYD research among diverse youth.

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Section: The Five Cs Of Pydmentioning

confidence: 93%

The five Cs of positive youth development in Norway

Holsen

Geldhof

Larsen

et al. 2016

International Journal of Behavioral Development

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“…Burgeoning research into the process of PYD and its effect on youth, led in part by the National 4-H Study of Youth Development, has established the importance of PYD programs as a rich context for youth (Bowers et al, 2015). PYD programs provide opportunities for young people to develop necessary technical and social, emotional, and cognitive skills; experience supportive relationships with adults; and participate in authentic leadership opportunities (Lerner & Lerner, 2013).…”

Section: The Positive Youth Development Approachmentioning

confidence: 99%

“…The 4-H Study of Youth Development provided convincing, systematic evidence that PYD programs promote desirable, definable, and quantifiable qualities of youth, and that youth become more engaged in their communities when they flourish in PYD programs (Bowers et al, 2015;Lerner & Lerner, 2013). As a result, policies and programs that focus on promoting youth strengths and assets, not just diminishing problems, have increasingly defined the successful and effective approaches to youth development in the past 20 years.…”

Section: The Positive Youth Development Approachmentioning

confidence: 99%

America’s Moment: Investing in Positive Youth Development to Transform Youth and Society

Arnold

2020

JYD

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As the COVID-19 pandemic wears on, America’s youth are suffering in unprecedented ways as their journey to adulthood is interrupted by multiple societal effects. This thought leader piece explores the power of positive youth development in a time of national crisis. The paper outlines the effects of COVID‑19 on youths’ mental health, educational engagement, and workforce opportunities, all of which have been profoundly affected by the pandemic. The paper makes the case for increasing investment in positive youth development programs and people and highlights key areas where such programs can help support and transform youth, and in-turn society writ large. These areas include increasing equitable access to youth development programs, addressing gaps in opportunities for youth, creating a workforce pipeline, elevating youth voice, and promoting civil discourse and engagement.

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“…However, studies examining the developmental trajectories of PYD attributes are far from adequate. The majority of the studies (e.g., Geldhof et al 2014 ; Hilliard et al 2014 ) were based on the US samples derived from the 4-H project (Bowers et al 2015 ). To better understand how adolescents develop their PYD attributes, it is imperative to replicate and extend the previous findings with other samples and with more PYD attributes (e.g., Warren et al 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…There are only limited empirical research findings in this area. The majority of the findings have been generated from the 4-H study, which was launched in 2002 with the support of the National 4-H Council in the US (Bowers et al 2015 ). The 4-H study included eight waves of data collection among adolescents and parents, and repeatedly assessed the Five Cs of PYD (i.e., competence, confidence, connection, character, and caring; Bowers et al 2010 ) as well as their contribution (the sixth C as an outcome of PYD; Hershberg et al 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Trajectories of Personal Well-Being Attributes Among High School Students in Hong Kong

Shek

Lin

2016

Applied Research Quality Life

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How personal well-being of adolescents changes over the high school period is not entirely clear in the scientific literature. Using 15 positive youth development (PYD) attributes as indicators of well-being, the current study investigated the related developmental trajectories among a large sample of Hong Kong adolescents from Grade 7 to Grade 12. Individual growth curve modeling revealed that while variation existed across different PYD attributes, nine out of 15 positive youth development attributes declined in the early adolescence but showed a rebound or a slower rate of decline in the late adolescence. The current study serves as a pioneering attempt to chart the normative profiles of Chinese adolescents’ personal well-being over time. The theoretical and practical implications of the findings are discussed.

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Applying Research About Adolescence in Real-World Settings: The Sample Case of the 4-H Study of Positive Youth Development

Cited by 14 publications

References 36 publications

The five Cs of positive youth development in Norway

The five Cs of positive youth development in Norway

America’s Moment: Investing in Positive Youth Development to Transform Youth and Society

Trajectories of Personal Well-Being Attributes Among High School Students in Hong Kong

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