Promoting positive human development and social justice: Integrating theory, research and application in contemporary developmental science

Abstract

The bold claim that developmental science can contribute to both enhancing positive development among diverse individuals across the life span and promoting social justice in their communities, nations and regions is supported by decades of theoretical, methodological and research contributions. To explain the basis of this claim, I describe the relational developmental systems (RDS) metamodel that frames contemporary developmental science, and I present an example of a programme of research within the adolescent portion of the life span that is associated with this metamodel and is pertinent to promoting positive human development. I then discuss methodological issues associated with using RDS-based models as frames for research and application. Finally, I explain how the theoretical and methodological ideas associated with RDS thinking may provide the scholarly tools needed by developmental scientists seeking to contribute to human thriving and to advance social justice in the Global South.

Personal Identity Development in Hispanic Immigrant Adolescents: Links with Positive Psychosocial Functioning, Depressive Symptoms, and Externalizing Problems

“…Such outcomes can include positive psychosocial functioning (e.g., self-esteem, optimism, prosocial attitudes or behaviors), depressive symptoms, and externalizing problems—including conduct problems, aggression, and substance use. Using a range of outcomes is critical because it helps to inform both prevention (targeted toward reducing the likelihood of experiencing negative outcomes) and promotion (targeted toward facilitating the emergence of positive outcomes; Lerner 2015). The present study was one of the first to examine trajectories of personal identity development and their effects on a range of positive and negative outcomes within an important population—Hispanic immigrant adolescents—for whom identity issues may be especially salient.…”

Supportive Coparenting Relationships as a Haven of Psychological Safety at the Transition to Parenthood

“…Taking a Relational Developmental Systems Perspective (Lerner, 2015), we view the coparenting relationship as a context within which both parents undergo a major transition in adult development. Coparenting occurs within multilevel systems that also have implications for the exchanges and meanings that are derived for each adult.…”

Staff Engagement and Camper Outcomes at a Low Ropes Course

“…Developmental Systems Theory (DST; e.g., Lerner, 2015;Lerner et al, 2014) was used in this study to consider the processes between campers and their context in Adventure. That is, according to DST, the nature of the systems in which campers are embedded likely has bearing on their development.…”