Risk and Promotive Factors in Families, Schools, and Communities: A Contextual Model of Positive Youth Development in Adolescence

Abstract

OBJECTIVE. Emerging evidence about optimal youth development highlights the importance of both reducing negative behavior and promoting positive behavior. In our study we tested a contextual model derived from positive youth-development theory by examining the association of family, school, and community risk and promotive factors, with several outcome indices of both positive and negative adolescent development. METHODS.A sample of 42 305 adolescents aged 11 to 17 (51% girls) was drawn from the 2003 National Survey of Children's Health. Survey item composites were formed representing promotive and risk factors in the family (eg, closeness, aggression) and school and community (eg, community connectedness, school violence). Outcome composites reflected positive (social competence, health-promoting behavior, self-esteem) and negative (externalizing, internalizing, academic problems) developmental outcomes. Ordinary least squares regression was used to test the overall model. RESULTS. Between 0.10 and 0.50 of the variance in each outcome was explained by the contextual model. Multiple positive family characteristics were related to adolescent social competence and self-esteem, as well as lowered levels of internalizing and externalizing behavior and academic problems. Family communication, rules about television, and parents' own healthy behavior were related to adolescent health-promoting behavior. School and community safety were associated with increased social competence and decreased externalizing behavior. School violence was related to adolescent internalizing and externalizing behavior, as well as academic problems and lower self-esteem.CONCLUSIONS. Our results support the proposition that healthy adolescent development has roots in multiple contexts. Youth who were involved in contexts that provided positive resources from important others (ie, parents, schools, and comwww.pediatrics.org/cgi

Health behavior inequalities among Lithuanian, Polish and Russian school-aged children in Lithuania

“…In contrast, for schools with Lithuanian teaching language the opposite statement was suitable -Polish and Russian students in schools with Lithuanian language were more exposed to smoking and alcohol. Such phenomenon could be explained by influence of multiple contexts; better consolidation of communities of ethnic minorities, higher community empowerment and larger attention to health and health literacy issues at school and at home [15]. Health and health behavior inequalities were analyzed also in our previous investigations in the framework of HBSC surveys of 1994 and 1998 [16].…”

“…Research evidence from other studies shows that universal health promotion and disease prevention programs could be effective enough [15,22]. Therefore, deepening the insight into the issues of ethnicity, improving the ethnical sensitivity, awareness and provision of special literature in their national languages for ethnical minorities could increase the quality and effectiveness of the health interventions [26].…”

Pengaruh Faktor Ekologi Terhadap Resiliensi Remaja

“…Hasil penelitian ini menemukan bahwa faktor protektif keluarga berhubungan positif dengan resiliensi remaja. Didukung oleh temuan Youngblade, et al (2007) (Anghel, 2015). Penelitian ini juga menemukan bahwa kesejahteraan subjektif berhubungan positif dengan resiliensi remaja.…”

Kırsal ve kentsel alanlarda yaşayan 11 ve 13 yaşlarındaki öğrencilerin sağlık durumları ve sağlık davranışları arasındaki farklılıklar: Türkiye sağlık davranışları araştırması 2006 sonuçları

“…Gençlerin yaflant›s›nda çok önemli yeri olan ailenin, yaflan›lan çevrenin, okulun ve arkadafl gruplar›n›n yap›sal ve sosyal koflullar›, onlar›n sa¤l›k durumlar›n›n ve sa¤l›kla ilgili davran›fllar›n›n belirlenmesinde bireysel olarak do¤ufl-tan kazand›klar› özellikleri kadar, hatta daha fazla, etkili olabilmektedir (4,(15)(16)(17)(18)(19)(20)(21)(22)(23). Bu nedenlerle sa¤l›kl› genç geliflimi programlar›nda, ergenlere bütüncül yaklafl›m ve onlar›n sa¤l›¤›n› etkileyen karmafl›k sosyal ve çevresel etkenlerin de¤ifltirilmesi, ortadan kald›r›lmas› ya da gencin bu etkenlerle bafl etme becerisinin gelifltirilmesi hedeflenir (24,25).…”