Positive and Protective Factors in Adolescent Well-Being

Lippman, Laura; Ryberg, Renee; Terzian, Mary; Moore, Kristin Anderson; Humble, Jill; McIntosh, Hugh

doi:10.1007/978-90-481-9063-8_141

Cited by 24 publications

(35 citation statements)

References 170 publications

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“…Thus, there is a need to identify the unique influences of various types of violence. Additionally, although most prior research has examined negative adolescent outcomes such as externalizing behaviors (i.e., delinquency, violence, drug, and alcohol use; Bongers, Koot, van der Ende, & Verhulst, ), understanding influences on developmental competencies acknowledges the complex, multifaceted nature of development (Lippman, Ryberg et al., ). Multiple conceptualizations of developmental competence have been advanced that address well‐being across physical, psychological and emotional, social, cognitive, and spiritual domains (e.g., Ben‐Arieh, ; Lerner, Almerigi, Theokas, & Lerner, ).…”

Section: Introductionmentioning

confidence: 99%

“…Multiple conceptualizations of developmental competence have been advanced that address well‐being across physical, psychological and emotional, social, cognitive, and spiritual domains (e.g., Ben‐Arieh, ; Lerner, Almerigi, Theokas, & Lerner, ). Integrating both psychological and cognitive domains (Lippman, Ryberg et al., ), our conceptualization of developmental competence captures adolescents’ cognitions and behaviors related to their education and future aspirations (i.e., educational engagement, hope, educational expectations, goal orientation). School‐related competencies and future expectations are particularly salient during adolescence, when youth are developing and acting according to plans to achieve goals for a successful transition to adulthood (Eccles & Gootman, ; Lippman, Atienza, Rivers, & Keith, ).…”

Section: Introductionmentioning

confidence: 99%

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Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

Gaias

Johnson

White

et al. 2019

American J of Comm Psychol

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Highlights• Community violence witnessing and victimization are associated with externalizing behaviors.• Armed conflict exposure is associated with externalizing behaviors and developmental competence.• School safety, connectedness, and services moderate relation between witnessing and externalizing.• School services moderates relation between victimization and competence.• School climate has implications for mitigating the effects of violence exposure for adolescents.Abstract In Colombia, many adolescents have experienced violence related to the decades-long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1857 Colombian adolescents in an urban setting. We aim to understand the relations between exposure to violence and adolescent outcomes, both externalizing behaviors and developmental competence, and then to understand whether school climate (i.e., safety, connectedness, services) moderates these relations. Results demonstrate that armed conflict, community violence victimization, and witnessing community violence are positively associated with externalizing behaviors, but only armed conflict is negatively associated with developmental competence. School safety, connectedness, and services moderate the relation between community violence witnessing and externalizing behaviors. School services moderates the relation between community violence victimization and developmental competence. As students perceived more positive school climate, the effects of community violence exposure on outcomes were weakened. This study identifies potential levers for intervention regarding how schools can better support violence-affected youth through enhancements to school safety, connectedness, and services.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

Gaias

Johnson

White

et al. 2019

American J of Comm Psychol

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“…Na optimálnom prosperovaní jednotlivca sa podieľa viacero rozdielnych zdrojov, tak osobnostných, kognitívnych ako aj sociálnych (Blatný & Šolcová, 2016;Lippman et al, 2014;Rodriguez-Fernandez et al, 2016). Jedným z kľúčových osobnostných zdrojov prosperovania je sebapercepcia.…”

Section: Vzťah Sebasúcitu a Optimálneho Prosperovaniaunclassified

Sebasúcit vo vzťahu k optimálnemu prosperovaniu u študentov psychológie

Šeboková¹,

Filipčíková²

2020

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Cieľom výskumu bolo analyzovať vzťah medzi sebasúcitom a optimálnym prosperovaním (5 indikátorov: zaujatie činnosťou, vytrvalosť, optimizmus, zapojenie do sociálnych vzťahov a šťastie) u študentov psychológie. Sebasúcit bol skúmaný prostredníctvom dimenzií indikujúcimi prítomnosť súcitu so sebou a indikujúcimi neprítomnosť súcitu so sebou. Výskumnú vzorku tvorilo 90 študentov psychológie z rôznych slovenských univerzít, vo veku od 18 do 24 rokov (M = 21,42, SD = 1,19). Použité boli sebavýpoveďové dotazníky Self-Compasion Scale (Neff, 2003) a The EPOCH Measure of Adolescent Well-being, (Kern, 2016). Výsledky poukázali na významný pozitívny vzťah medzi prítomnosťou sebasúcitu k trom faktorom prosperovania-k optimizmu, zapojeniu do sociálnych vzťahov a ku šťastiu. Významný negatívny vzťah sa preukázal medzi neprítomnosťou sebaúcitu a optimizmom, zapojením do sociálnych vzťahov a šťastím. Zistenia naznačili, že sebasúcit môže byť významným zdrojom duševného zdravia budúcich psychológov.

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“…In addition, we have surveyed rigorous research studies linking positive and protective factors to positive outcomes for adolescents (Lippman et al 2013; Moore and Lippman 2005). In addition, we have surveyed rigorous research studies linking positive and protective factors to positive outcomes for adolescents (Lippman et al 2013; Moore and Lippman 2005).…”

Section: Contentsmentioning

confidence: 99%

“…In addition, prior research demonstrates that predictive validity tends to be variable for positive indicators and that when there is a positive relationship with outcomes, the strength of the relationship tends to be moderate (Day 2010;Lippman et al 2013). Strengths are more prevalent than deficits in populations, so there is a need for specificity in the measurement of flourishing.…”

Section: Why Measure What Adolescents Need To Flourish?mentioning

confidence: 99%