Positive Youth Development Among Minority Youth: A Relational Developmental Systems Model

Lerner, Richard M.; Wang, Jun; Hershberg, Rachel M.; Buckingham, Mary H.; Harris, Elise; Tirrell, Jonathan M.; Bowers, Edmond P.; Lerner, Jacqueline V.

doi:10.1007/978-3-319-43645-6_1

Cited by 50 publications

(62 citation statements)

References 32 publications

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“…2017;Cronin et al, 2018;Camiré et al, 2019;Cronin et al, 2019). PYD's approach postulates that all young people have the potential for positive, successful and healthy development throughout adolescence (Lerner et al, 2005;Lerner et al, 2017). This perspective opposes a traditional prevalence that considers adolescence a sensitive period for PYD due to increased opportunities that can lead to the adoption of risk behaviors (e.g.…”

Section: Introductionmentioning

confidence: 99%

Do age and time of practice predict the development of life skills among youth futsal practitioners?

Freire¹,

Silva

Moraes

et al. 2021

CPD

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La práctica del deporte ha sido considerada una de las principales herramientas para el desarrollo de habilidades para la vida entre los jóvenes participantes en el deporte. Este estudio transversal investigó el papel predictivo de la edad y el tiempo de práctica en el desarrollo de habilidades para la vida entre 207 practicantes de futsal masculinos, con edades comprendidas entre 12 y 17 años, del estado de Pernambuco, Brasil. Los instrumentos utilizados fueron la Escala de habilidades para la vida deportiva y un cuestionario semiestructurado. El análisis de los datos se realizó a través del Análisis de varianza multivariante, la correlación de Spearman y la Regresión múltiple (p <.05). Los resultados mostraron una diferencia significativa (p <.05; rango η2 .036-.142) en todas las habilidades para la vida según el grupo de edad, evidenciando puntuaciones más altas para los adolescentes mayores. Además, los adolescentes más experimentados mostraron puntajes más altos en la meta sentada (p = .001, η2 = .074); resolución de problemas (p = .013, η2 = .042), comunicación (p = .003, η2 = .054) y habilidades para la vida total (p = .002, η2 = .057). Hubo una correlación significativa (p <.05) y positiva entre la edad y casi todas las subescalas de habilidades para la vida. La regresión múltiple reveló que solo la edad presentaba predicciones positivas hacia las habilidades para la vida. Se puede concluir que la edad es un predictor del desarrollo de habilidades para la vida entre los jóvenes practicantes de fútbol sala. The practice of sports has been considered one of the main tools for the life skills development among youth sport participants. This cross-sectional study investigated the predicting role of age and time of practice in the development of life skills among 207 male futsal practitioners, aged between 12 and 17 years, from the state of Pernambuco, Brazil. The instruments used were the Life Skills Scale for Sports and a semi-structured questionnaire. Data analysis was conducted through Multivariate Analysis of Variance, Spearman’s correlation and Multiple Regression (p<.05). The results showed significant difference (p<.05; η2 range .036-.142) in all life skills according to age group, evidencing higher scores for older adolescents. Further, more experienced adolescents showed higher scores at goal seating (p=.001, η2=.074); problems solving (p=.013, η2=.042), communication (p=.003, η2=.054) and total life skills (p=.002, η2=.057). There was significant (p<.05) and positive correlation between age and almost all life skills subscales. Multiple regression revealed only age presented positive prediction toward life skills. It can be concluded that age is a predictor of life skills development among youth futsal practitioners. A prática esportiva tem sido considerada uma das principais ferramentas para o desenvolvimento de habilidades para a vida entre jovens praticantes de esportes. Este estudo transversal investigou o papel preditivo da idade e do tempo de prática no desenvolvimento de habilidades para a vida em 207 praticantes de futsal do sexo masculino, com idades entre 12 e 17 anos, do estado de Pernambuco, Brasil. Os instrumentos utilizados foram a Escala de Habilidades para a Vida Esportiva e um questionário semiestruturado. A análise dos dados foi realizada por meio da Análise Multivariada de Variância, correlação de Spearman e Regressão Múltipla (p <0,05). Os resultados mostraram diferença significativa (p <0,05; η2 variando de 0,036 a 0,142) em todas as habilidades para a vida de acordo com a faixa etária, evidenciando escores mais altos nos adolescentes mais velhos. Além disso, os adolescentes mais experientes apresentaram pontuações mais altas nos assentos para as metas (p = 0,001; η2 = 0,074); resolução de problemas (p = 0,013, η2 = 0,042), comunicação (p = 0,003, η2 = 0,054) e habilidades totais para a vida (p = 0,002, η2 = 0,057). Houve correlação significativa (p <0,05) e positiva entre idade e quase todas as subescalas de habilidades para a vida. A regressão múltipla revelou que apenas a idade apresentou predição positiva em relação às habilidades para a vida. Pode-se concluir que a idade é um preditor do desenvolvimento de habilidades para a vida entre jovens praticantes de futsal.

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Section: Introductionmentioning

confidence: 99%

Do age and time of practice predict the development of life skills among youth futsal practitioners?

Freire¹,

Silva

Moraes

et al. 2021

CPD

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“…In this study, peer groups are viewed as proximal settings that are situated within the larger activity context. According to positive youth development perspectives (Lerner et al, 2017), positive developmental processes will emerge when the interplay between individuals and their immediate contexts or microsystems are positive and build on individuals' strengths.…”

Section: Ecological Frameworkmentioning

confidence: 99%

Latinx Adolescents’ Peer Ethnic Discrimination in After-School Activities and Activity Experiences

Soto-Lara

et al. 2020

JYD

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Grounded in ecological frameworks, this study examines (a) the extent to which Latinx adolescents’ perceptions of peer ethnic discrimination were associated with their participation in organized after-school activities, activity type, and ethnic composition; (b) different patterns of perceived peer ethnic discrimination; and (c) associations between discrimination patterns with key activity experiences including psychological engagement, perceived peer support, perceived leader support, and positive feelings in the activities. Using a pattern-centered approach, we applied latent profile analysis to analyze the data from 204 Latinx adolescents (53% female, M age = 12.40) in Southwest United States. Latinx adolescents who did not participate in organized after-school activities perceived higher peer ethnic discrimination than Latinx adolescents who participated. Latinx adolescents who were the numerical ethnic majority in activities reported lower discrimination than those who were the numerical minority. Among those who participated, 4 patterns of peer ethnic discrimination Latinx adolescents experienced in activities were identified. These profiles included moderate discrimination (4%), minimal discrimination (21%), no discrimination (64%), and somewhat negative beliefs (11%), which were differentially related to adolescents’ activity outcomes. Adolescents in the no discrimination group reported the most positive activity outcomes and those in the moderate discrimination group reported the most negative activity experiences. Adolescents who experienced little discrimination but felt other peers held negative beliefs about their ethnicity reported significantly lower psychological engagement and peer support than the no discrimination group. These findings highlight the importance of examining adolescents’ varying patterns of perceived ethnic discrimination in activities and provides ways that activity practitioners can optimize organized activity settings for Latinx adolescents.

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“…For instance, there were limitations of design, sampling, and measurement that have been discussed in prior summaries of this work (e.g., Bowers et al, 2014; Lerner et al, 2015; see also Spencer & Spencer, 2014). For example, given that the 4-H Study sample was largely White and that less than 10% was Black and less than 10% was Latino, questions about the generalizability of the findings of the study to the diversity of U.S. youth may be raised (Lerner et al, 2017; Spencer & Spencer, 2014). Of course, questions may also be raised about generalizability to the diversity of the world’s youth.…”

Section: Extending the Assessment Of The Lerner And Lerner Model Of Pmentioning

confidence: 99%

“…President Theodore RooseveltParents, youth-development practitioners working in schools or in out-of-school-time programs, policy makers, and of course developmental scientists share an interest in identifying the contexts of youth that are associated with positive development. With increasing frequency, this interest is focused on a key indicator of such development: Character (Lerner et al, 2017). Embodied in the vision of the Reverend Dr Martin Luther King, that “my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character,” the growing interest in character development is predicated on the aspirations of parents, community leaders, and youth-development practitioners and researchers that enhancing children’s character will benefit both individuals and civil society (Wang, Batanova, Ferris, & Lerner, 2016).…”

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confidence: 99%

Character development among youth

Lerner

2017

International Journal of Behavioral Development

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This article embeds the study of character development within the two-decades-long research program framed by the Lerner and Lerner model of positive youth development. Character development involves attaining the feelings, thoughts, and skills needed to act coherently across time and place to serve self and others in mutually beneficial, positive ways. Research in the U.S. and other nations suggests that there are three key features of successful character development initiatives for children and adolescents: Mentors and models, skill-building opportunities, and opportunities to participate in and to take a leadership role in valued family, school, and community activities. Implications of this research include the idea that character development can be the foundation on which other key facets of a person’s thriving can be built (e.g., competence, confidence, connection, and caring), and can provide a key basis for enabling every young person to contribute positively to their own lives and to the enhancement of their families, schools, and communities.

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Positive Youth Development Among Minority Youth: A Relational Developmental Systems Model

Cited by 50 publications

References 32 publications

Do age and time of practice predict the development of life skills among youth futsal practitioners?

Do age and time of practice predict the development of life skills among youth futsal practitioners?

Latinx Adolescents’ Peer Ethnic Discrimination in After-School Activities and Activity Experiences

Character development among youth

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