Young People Are Resources to Be Developed: Promoting Positive Youth Development through Adult-Youth Relations and Community Assets

Lerner, Richard M.; Alberts, Amy E.; Jeličić, Helena; Smith, Lisa M.

doi:10.1007/0-387-29340-x_2

Cited by 43 publications

(42 citation statements)

References 27 publications

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“…The importance of having access to a safe and supervised environment is echoed in the developmental literature on the components of effective youth programming (Lerner, Alberts, Jelicic, & Smith, 2006;Lerner & Thompson, 2002;Theokas et al, 2006). Leaders also shared the belief that opportunities for engaging in these processes and developing these outcomes should be provided to all youth, in line with what they view as BSA's commitment to promoting inclusiveness and tolerance.…”

Section: Character Development Opportunities and Related Outcomes In Bsamentioning

confidence: 96%

You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America

Hershberg

Chase

Champine

et al. 2015

JYD

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As part of a longitudinal, mixed-method study with Boy Scouts of America, we conducted five focus groups with a diverse group of 46 program leaders in order to better understand their perceptions of how they influence youth. Drawing from grounded theory analysis methods, we found that leaders believed they promoted positive youth outcomes, including character and selfconfidence, through caring youth-leader relationships and facilitating opportunities for youth to participate in and lead skill-building activities and apply skills in different contexts. Leaders differed in the particular outcomes that they emphasized. Implications of these findings for future research and practice are discussed.

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Section: Character Development Opportunities and Related Outcomes In Bsamentioning

confidence: 96%

You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America

Hershberg

Chase

Champine

et al. 2015

JYD

Self Cite

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“…A psicologia positiva apresenta como foco de estudo os aspetos positivos do funcionamento humano, considerando que a ausência de doença, embora necessária e desejável, não é em si suficiente para a concretização de uma vida plena e saudável (Freire, 2009;Seligman & Csikszentmihalyi, 2000). Na linha desta nova perspetiva na conceptualização do funcionamento humano, surgiu, no início do século XXI, uma nova visão e mesmo vocabulário na discussão do desenvolvimento da adolescência, como sejam: bem-estar, envolvimento cívico, recursos desenvolvimentais, potencial futuro e desenvolvimento positivo (Benson, 2003;Freire, 2013;Lerner, Alberts, Jelicic, & Smith, 2006). Esta perspetiva considera os jovens como agentes do seu próprio crescimento, possuindo um potencial natural e normativo para um desenvolvimento saudável e bem sucedido.…”

Section: O Desenvolvimento Positivo De Adolescentesunclassified

Programas de mentoria e promoção do desenvolvimento positivo de adolescentes

Silva

Freire

2014

RPE

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Resumo O conceito de mentoria tem sido aplicado de forma crescente na implementação de programas para o desenvolvimento de adolescentes em diversos contextos. De entre estes, destacam-se os contextos escolar e comunitário pela relevância na trajetória de vida. Da crescente popularidade destes programas tem surgido a necessidade de integração de teoria e investigação, para que cumpra os seus objetivos de cultivar e suportar relações de cuidado entre jovens e adultos não parentais. Neste artigo será apresentada uma nova abordagem do desenvolvimento de adolescentes, a perspetiva do desenvolvimento positivo, e a sua justificação como orientação teórica no desenvolvimento dos programas de mentoria. Esta perspetiva, por oposição ao tradicional foco na resolução de trajetórias não adaptativas, conceptualiza os jovens como dotados de potencialidades e recursos a desenvolver. Neste sentido, é apresentada evidência que fundamenta como a relação de adolescentes com adultos cuidadores e pares responsáveis, os mentores, pode contribuir para o desenvolvimento positivo.Palavras-chave Mentoria; Adolescentes; Desenvolvimento positivo IntroduçãoO termo mentoria, conceptualizado como a partilha de conhecimento e aprendizagem intergeracional, apresenta uma longa história datando de 800

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“…Such a youth will become a generative adult, a person who simultaneously makes productive contributions to him-or herself, to family and community. From these five Cs the author proposes that the individual will develop a sixth C which involves contributing to society (Lerner & Alberts, et al, 2006). The Crucial Cs model proposed by Bettner (Bettner & Lew, 1989;cit.…”

Section: Individual Psychology Interventions and Lerner's 5c's Model mentioning

confidence: 99%

Psycho-Educational Intervention for Adolescents

Kriščiūnaitė¹,

Kern²

2014

IJPBA

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Abstract. Background. Adolescence is considered as a period of difficulties and challenges. It is the period of life of many changes. It may cause stress for adolescents, which in turn may have negative impact on adolescent's mental health and wellbeing. Psycho-educational groups for adolescents are one of the common interventions to help them to cope and gain necessary life skills. Various psycho-educational group interventions and life skills programs have been developed and used to assist adolescents to cope with the challenges of life. The authors of the programs claim that they are creating new content to address the needs of youth. However, upon closer examination there are many similarities related to the constructs and interventions proposed many years ago by Alfred Adler and his followers. The aim of this article was to compare theoretical principles of Individual Psychology with the constructs proposed by various psycho-educational programs for adolescents but with a more intense focus on the now popular Lerner's Positive Youth Development model. Method. A literature review was conducted to explore the similarities of the principles of Individual Psychology and contemporary psycho-educational interventions. Results and conclusions. the conclusions of analysis of the review of literature indicated that a number of the theoretical constructs of the Lerner's Positive Youth Development model and other psycho-educational programs have been proposed many years ago by Adler and his followers. Examples of psycho-educational programs based on the principles of Individual Psychology were also reviewed. The authors propose that the theory of Individual Psychology may serve as a viable theory base for adolescent intervention programs that lack a theoretical base. It is also proposed that regardless of interventions studies need to be conducted to support the efficacy of the models.

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Young People Are Resources to Be Developed: Promoting Positive Youth Development through Adult-Youth Relations and Community Assets

Cited by 43 publications

References 27 publications

You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America

You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America

Programas de mentoria e promoção do desenvolvimento positivo de adolescentes

Psycho-Educational Intervention for Adolescents

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