Resilience and Positive Youth Development: A Relational Developmental Systems Model

Lerner, Richard M.; Agans, Jennifer P.; Arbeit, Miriam R.; Chase, Paul A.; Weiner, Michelle B.; Schmid, Kristina L.; Warren, Amy

doi:10.1007/978-1-4614-3661-4_17

Cited by 72 publications

(83 citation statements)

References 36 publications

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“…First, PYD is promoted in supportive environments; such settings provide developmentally appropriate activities and community connections that may generate positive growth (Lerner, Lerner & Benson, 2011). The key idea in the PYD perspective is that, when individual strengths are aligned with contextual resources for healthy development systematically over time, youth thrive (Lerner, Lerner, Bowers, & Geldhof, 2015); that is, they develop cognitive and behavioral competence, confidence, positive social connections, strong character, and caring or compassion (Hamilton, Hamilton, & Pittman, 2004;King et al, 2005).…”

Section: The Positive Youth Development (Pyd) Perspectivementioning

confidence: 99%

Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Chauveron

Linver

Urban

2016

JYD

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Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional selfregulation (ISR) develops through mutually beneficial interactions between youth and their environment. Cross-cultural studies of Western youth suggest an adolescence-specific ISR process may exist. We begin to extend this work to assess the relationship between ISR and positive development in young Scottish adolescents (approximately 7th grade, N = 82; 50% male), a previously unexamined group. ISR was correlated with the Five Cs of PYD and OLS regression analyses demonstrated that ISR predicted two of the Five Cs: Character and Connection. We discuss implications for youth development programs of the findings that ISR and some indices of PYD were linked in a sample of Scottish youth.

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Section: The Positive Youth Development (Pyd) Perspectivementioning

confidence: 99%

Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Chauveron

Linver

Urban

2016

JYD

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“…Lerner et al (2013) defined resilience from a PYD perspective as a dynamic attribute referencing the adaptive and mutually influential relation of an individual adolescent and that person's context (p. 203). As such, resilience referred to a subset of individual $ context relations located at the high end of a continuum of risk or adversity.…”

Section: Introductionmentioning

confidence: 99%

“…Resilience also represents a special case of the broader adaptive relational developmental systems that comprise human development and thriving, defined by the focus of resilience on relational processes in high risk or adversity contexts rather than all adaptive relations. In comparing PYD and resilience science in young people from the vantage point of a PYD scientist, Lerner et al (2013) argued that resilience science differs primarily in its focus on adaptive function at the high end of the continuum of risk or adversity, one portion of the range of concern in PYD.…”

Section: Introductionmentioning

confidence: 99%

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Masten

2014

J Youth Adolescence

128

101

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Positive youth development (PYD) and resilience science differ in emphasis and focus but share many roots, assumptions, concepts, and goals. Both frameworks are grounded in developmental systems theory, both are focused on positive adaptation, and both are translational, sharing a common goal of promoting positive development. Yet there also are differences. This commentary examines the concepts, methods, and goals that define the PYD framework as embodied by the 4-H Study of PYD from the perspective of contemporary resilience science in human development, with an eye toward delineating similarities, differences, and future directions.

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“…While these are opportune launching pads for initially establishing positive relationships, teaching values, and encouraging healthy behaviors, we recommend that that program leaders should increase the visibility of the program reach so that youth have the opportunity to exercise their life skill development outside of the controlled program setting. Notably, outside environments such as unsafe neighborhoods, unstable home situations, and failing schools pose a great risk to youth being able to sustain developmental gains (Buckle & Walsh, 2013;Lerner, Agans, Arbeit, Chase, Weiner, Schmid, & Warren, 2013). Thus, community-based sport programs have focused their efforts on empowering youth to act in positive ways in these same public spaces through initiatives such as organizing public sporting events and service/outreach activities (AndersonButcher, Iachini, Ball, Barke, & Martin, 2016;Jacobs et al, 2016).…”

Section: Strategies For Developing Congruence Across Contextsmentioning

confidence: 99%

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

Jacobs

Lawson²,

Ivy³

et al. 2017

JAS

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When designed intentionally, sport-based youth development programs engage youth in physical activity, sport, and exercise as a way to concurrently pursue goals related to socioemotional and physical development (Holt et al., 2017). One such application of this is the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2011) which has the ultimate goal of students transferring lessons learned within the sport setting to other areas of their life, including family, community, and school. However, once youth leave the program setting, they become vulnerable to challenges from external systems working to support or hinder their transfer of life skills (Martinek & Lee, 2012). Therefore, we propose that (in)congruence among family, school, community and program systems influence the extent to which lessons learned can transfer to other areas of their lives. Specifically drawing from the frameworks of Collective Parental Engagement (Alameda-Lawson & Lawson, 2016) and Students Multiple Worlds’ model (Phelan, Davidson, & Cao, 1991), we argue that skills and competency transfer is best facilitated when social settings which comprise youth’s social systems share similar values and expectations for desired behavior. Practical strategies for enhancing the transferability of lessons learned in TPSR programs through the congruence approach are shared.

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Resilience and Positive Youth Development: A Relational Developmental Systems Model

Cited by 72 publications

References 36 publications

Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

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