The role of ecological assets in positive and problematic developmental trajectories☆

Abstract

Two theoretical perspectives have been proposed to describe, explain, and intervene in adolescent development – prevention science and positive youth development (PYD). An integrative model bridging these two perspectives posits that it is important to assess the extent to which the same, similar, or complementary mechanisms may be responsible for preventing problem behavior and promoting PYD. Therefore, using data from the 4‐H Study of PYD, the present study examines the role of assets in the family, school, and neighborhood in differentiating trajectories of goal‐optimization and delinquency in a sample of 626 youth (50.9% female) from Grades 5 to 11. The results indicated that collective activity in the family best predicted membership for the five goal‐optimization trajectories while school‐based assets differentiated the four delinquency trajectories that were identified. The findings suggest that multidimensional approaches may be most effective to promote PYD and prevent problem behaviors.

The “Programa Segundo Tempo” in Brazilian Municipalities: Outcome Indicators in Macrosystem

“…Dentre os diversos aspectos que cercam a gestão de um programa social, é fundamental garantir um processo de avaliação capaz de alcançar seus múltiplos níveis ecológicos 24 e que seja confiável, teórico e metodologicamente 27,36 . De forma que o processo de avaliação possa sustentar as evidências do alcance dos seus objetivos e as decisões que serão desencadeadas a partir dos seus resultados.…”

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

“…To understand how regulation in response to phenomena outside the learning task (e.g., unstable home environment) influences SRL, we pose an integrated model of SRL (iSRL) that demonstrates how all SRL processes occur within a hierarchically nested context. This hierarchical structure is best understood through an ecological assets perspective (Bowers et al 2011;Bronfenbrenner 1977;Bronfenbrenner and Ceci 1994). In the iSRL model, we demonstrate how self-regulatory capacity is limited via depletion (e.g., ego depletion; Schmeichel and Baumeister 2004), extending the notion that SRL is a finite capacity (Winne 2010) beyond the immediate learning task and context, as described below.…”

“…composition of essays by hand, with a typewriter, using word processing software). Intermediate influences include individuals and environments within the concentric circles like one's city, neighborhood, and family (Bowers et al 2011;Bronfenbrenner 1977;Bronfenbrenner and Ceci 1994). These factors have independent influence on the individual, and can also mediate the effects of other factors.…”

“…In this introduction, we define contextual factors, contingencies, and dynamic relations, chronicle their emergence as key components of SRL theories, and consider how the articles from this special issue reflect these themes. We propose the integrated Self-Regulated Learning (iSRL) model, which draws on work from the social and clinical sciences (Gross 2008;Gross and John 2003;Hoyle 2010;Schmeichel and Baumeister 2004) to situate our discussion of SRL within the broader lifecontext of the individual (Bowers et al 2011;Bronfenbrenner 1977Bronfenbrenner and Ceci 1994) and use the iSRL model to demonstrate how SRL processes in a learning task can be affected by factors that are outside of the immediate context (e.g., neighborhood, family, school, course) where SRL is observed. We also consider the time scale at which SRL phenomena are observed and propose that the use of a common time scale can help reconcile research on a single SRL phenomenon observed using differently focused methods of observation.…”

Assessing Sustained Effects of Communities That Care on Youth Protective Factors

“…CTC is a strengths-based approach to social work practice (Haggerty & Shapiro, 2013) that uses a risk and protective paradigm (Coie et al, 1993; Pollard, Hawkins, & Arthur, 1999) to identify individual and environmental strengths. Studies have identified protective factors in the individual, peer, family, school, and community domains shown to decrease the likelihood of problem behaviors and/or mitigate the effects of risk exposure (Bowers et al, 2011; Losel & Farrington, 2012). …”