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This handbook examines positive youth development (PYD) in youth and emerging adults from an international perspective. It focuses on large and underrepresented cultural groups across six continents within a strengths-based conception of adolescence that considers all youth as having assets. The volume explores the ways in which developmental assets, when effectively harnessed, empower youth to transition into a productive and resourceful adulthood. The book focuses on PYD across vast geographical regions, including Europe, Asia, Africa, Middle East, Australia, New Zealand, North America, and Latin America as well as on strengths and resources for optimal well-being. The handbook addresses the positive development of young people across various cultural contexts to advance research, policy, and practice and inform interventions that foster continued thriving and reduce the chances of compromised youth development. It presents theoretical perspectives and supporting empirical findings to promote a more comprehensive understanding of PYD from an integrated, multidisciplinary, and multinational perspective.
Positive Youth Development (PYD) is a Western concept of youth engagement that highlights young people's strengths and emphasizes the positive contributions they can make towards their developments and communities when they experience positive developments. Emerging in the 1990s, the novel concept shifts the negative and preventive narrative often associated with adolescents and young people and challenges youth development scholars and practitioners to view them as individuals with potential and the leaders of the future. To assist young people in experiencing positive development, the PYD concept states that caring adults (i.e., family members, educators, mentors) must provide enabling environments where they develop their assets and agencies (i.e., competence, confidence, connection, character, and compassion. Young people's assets are the strengths or the innate or acquired skills they develop throughout their developmental stages. Their agencies are their perceptions of themselves and their abilities to use their assets to make decisions and achieve their desired life goals. Many youth organizations in the U.S. and globally have adopted the PYD concept to inform their programs and activities. An example of a PYD-informed youth organization is 4-H. Established in 1902, 4-H is America's largest PYD organization. Its mission is to equip all young people with the expertise and abilities to become impactful members who usher in change within their communities. Over the years, 4-H has expanded its programming efforts to many countries across the globe, including in Africa. Through preliminary fact-checking, I discovered that 4-H programming in Ghana and Liberia is still active. Over the years, scholars have promoted PYD as a one-size-fits-all concept that educators and youth program leaders can leverage to assist young people from all ethnic and racial backgrounds to experience positive development. However, a shortage of literature exists that highlights how youth development professionals and educators have leveraged to assist ethnic and racial youth in the U.S. and the Global South. Current empirical research and programming surrounding PYD have primarily been conducted with youth residing in rural and suburban areas. They often take advantage of youth development resources and opportunities that are usually easily accessible. However, ethnic and racially diverse youth in the U.S. who reside in historically marginalized communities often don't have access to quality PYD-informed opportunities or resources. Youth development scholars and practitioners overlook them and are not usually included in mainstream PYD-informed research studies. Additionally, young people in the global south, especially African youth, are also excluded from Western studies, and Western scholars aren't aware of the existence of PYD programming in Africa. These factors mentioned above contribute to the absence of PYD literature surrounding ethnic and diverse youth in the U.S. and African countries. Using a qualitative case research design, this study sheds light on how 4-H Ghana and Liberia have implemented the PYD concept to help their youth participants experience positive development. As such, this study explores the specific programming efforts 4-H Ghana and Liberia have developed to support their youth participants with their PYD assets and agencies, highlights the benefits of PYD programming for African youth and the challenges both 4-H country programs encounter while implementing PYD within their cultural context. By interviewing 4-H Ghana, Liberia, and selected partner leaders and reviewing existing literature on both organizations, results indicate that the PYD development assets inform a School-Based Agriculture Education (SBAE). The 5C framework stood out as the foundation on which 4-H Ghana and Liberia's activities and projects are planned and organized. Through their activities, 4-H Ghana has impacted the lives of over 60,000 Ghanaian youth, 20,000 club advisors, and up to 800 4-H clubs located in 6 regions in Ghana today. In Liberia, there are currently more than 100 plus clubs located in seven counties throughout the country, servicing more than 4000 youth participants, club advisors, Despite their successes, 4-H Ghana and Liberia face many challenges today, including lack of funding, consistent support from their respective national governments and the U.S. National 4-H Council, and empirical data that demonstrate the impact their programming efforts have on their youth participants. Moving forward, a thorough summative evaluation of 4-Ghana and Liberia efforts will generate helpful information that can be leveraged to highlight its success stories to national and international stakeholders and attract funding sources.
Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students. Includes chapters that highlight some of the most recent research in the area of Positive Youth Development Each chapter provides in-depth discussions An invaluable resource for developmental or educational psychology researchers, scholars, and students
This handbook examines positive youth development (PYD) in youth and emerging adults from an international perspective. It focuses on large and underrepresented cultural groups across six continents within a strengths-based conception of adolescence that considers all youth as having assets. The volume explores the ways in which developmental assets, when effectively harnessed, empower youth to transition into a productive and resourceful adulthood. The book focuses on PYD across vast geographical regions, including Europe, Asia, Africa, Middle East, Australia, New Zealand, North America, and Latin America as well as on strengths and resources for optimal well-being. The handbook addresses the positive development of young people across various cultural contexts to advance research, policy, and practice and inform interventions that foster continued thriving and reduce the chances of compromised youth development. It presents theoretical perspectives and supporting empirical findings to promote a more comprehensive understanding of PYD from an integrated, multidisciplinary, and multinational perspective. The Handbook of Positive Youth Development in a Global Context is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental, clinical child, and school psychology, public health and prevention science, family studies, cross-cultural psychology, child and adolescent psychiatry, social work, educational policy and politics, anthropology, sociology, social psychology and all interrelated disciplines.
This study examines how theoretical understandings of positive youth development inform our definitions and interpretations of developmental assets for African American girls. Positive youth development (PYD) is a theoretical framework that uses an ecological and strength-based approach to understanding positive characteristics and support mechanisms for youth. The Five C's which are confidence, competence, connection, caring, and character, is the most widely used model in the PYD literature. As the theoretical base for various youth programming, the Five C's are often studied through organized activities and prevention programs. However, many of these programs and organized activities fail to contextualize the cultural and sociopolitical realities of minority youth like African American girls, and are missing opportunities to build on cultural assets that may help promote resiliency and PYD. Consequently, the present study adds triple quandary theory, to the Five C's model. Triple quandary theory is a developmental theory for African American youth predicated on three cultural realms of experience: the Afro-cultural, mainstream, and minority realm. Through combining the Five C's and triple quandary theory, I analyzed positive developmental assets as they were cultivated, developed, and displayed in an in-school youth participatory action program. This program and research project was collaboratively directed by the suggestions and interests of twelve African American adolescent girls. I designed and implemented this program one day a week, for three semesters, in a 7-12 grade charter school. Instrumental case study design was used to focus on assessing the skills and characteristics fostered through the youth participatory action research project; the actual research design that the girls undertook was secondary. Assets that were developed, cultivated, and displayed by the girls were confidence, competence in research skills, positive Black identity, positive connections with peers and adults, social and cognitive competence, respect, and initiative. Through the use of triple quandary theory, the definitions and manifestations of the Five C's expanded to include the socio-political realities of African American girls.
The first Positive Youth Development title to focus on the role of sport, this book brings together high profile contributors from diverse disciplines to critically examine the ways in which sport can be and has been used to promote youth development. Young people are too frequently looked upon as problems waiting to be solved. From the perspective of Positive Youth Development (PYD), young people are understood to embody potential, awaiting development. Involvement with sport provides a developmental context that has been associated with PYD, but negative outcomes can also arise from sport participation and school PE. Sport itself does not lead to PYD; rather, it is the manner in which sport is structured and delivered to children that influences their development. Positive Youth Development Through Sport fills a void in the literature by bringing together experts from diverse disciplines to critically examine the ways in which sport can be and has been used to promote youth development.
In this Research Topic, our aim is to examine how personal resources related to competencies, skills, and self-perception as well as environmental, contextual, and relational features of the social contexts of diverse youth, directly or indirectly are important to mental health and psychological well-being. As previous research on young people has mainly focused on youth’s weaknesses rather than their strengths, our use of Positive Youth Development (PYD) in working with culturally diverse youth and their well-being in this Research Topic is novel. We invite contributions from researchers that were initially presented their papers in a meeting that was held by research partners of the Cross-National Project on Positive Youth Development (CN-PYD), and who represent an international and multidisciplinary panel of experts on PYD. The CN-PYD was initiated in 2014 at the University of Bergen and has an ongoing data collection that involves approximately 10,000 minority and majority youth and emerging adults (ages 16 to 29) living in Africa, Asia, Australia, Europe, New Zealand, and South America. CN-PYD uses a strengths-based approach to the conceptualization of youth as resources and agentic, which is in opposition to the view of the developmental period of adolescence as being a period inherently fraught with problems and risks. The goal of the cross-national project is to assess personal strengths and contextual resources, considering how these resources come together to facilitate youth thriving and to document how young people make positive and valued contributions to themselves and others. We also advance research on the complex interplay between personal and contextual resources and their connections with risk behaviors and problems, in essence, taking a perspective of the whole child, both in terms of strengths and problems.
This book presents the results of the longitudinal 4-H Study of Positive Youth Development. The volume discusses how self-regulation and contextual resources (e.g., strong relationships with parents, peers, and the community) can be fostered in young people to contribute to the enhancement of functioning throughout life. Each chapter examines a particular aspect of youth thriving, and offers findings on either the bases or the role of positive development in a variety of outcomes, from reduced risk of emotional problems and harmful behaviors to increased participation in the community. Contributors introduce a contemporary model of positive development for diverse youth, provide examples of effective youth development programs, and suggest applications for informing the next generation of policies and practices. Among the featured topics: The regulation of emotion in adolescence. School engagement, academic achievement, and positive youth development. Peer relationships and positive youth development. Identity development in adolescence and the implications for youth policy and practice. Promoting adolescent sexual health in youth programming. A positive youth development approach to bullying. Researchers in developmental psychology as well as practitioners in educational or youth development programs or policies will gain from Promoting Positive Youth Development a new appreciation of the central role of young people's strengths, and initiatives to build effective youth programs. “This volume is destined to become the handbook for anyone interested in the bourgeoning field of positive youth development. Based on ground breaking, longitudinal research from top researchers in the field, Promoting Healthy Development for America’s Youth presents a rich, theoretically grounded understanding of the landscape today’s youth and programs. The contributors provide clear, data-driven guidance regarding the types of programs and settings that are most beneficial to young people.” Jean E. Rhodes, Ph.D. Frank L. Boyden Professor Department of Psychology University of Massachusetts, Boston
Pt. 1. Positive youth development in diverse contexts during economic change -- pt. 2. Interventions to support and promote positive adaptation and development -- pt. 3. Research, interventions, and policy needs.
This shows how to harness the power of settings, shifting the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths' daily lives. It offers blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, etc.