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What Do Adolescents Need for Healthy Development? Implications for Youth Policy
... It should be noted, however, that the level of parental supervision and monitoring necessary to promote healthy adolescent development can differ depending on the characteristics of the adolescent's peer and neighborhood environments. For example, setting stricter limits may in fact be desirable for adolescents who live in communities where there is a low level of adult monitoring, a high level of danger, and higher levels of problem behavior among peers, such as in some inner-city, high crime neighborhoods (Roth & Brooks-Gunn, 2000). ...
... Overall, many experts conclude that risk taking in adolescence is "normal" (Dryfoos, 1998;Hamburg, 1997;Roth & Brooks-Gunn, 2000) and that the key is to provide guidance in decision making and encourage the adolescent to channel the positive developmental aspects of this energy into less dangerous and more constructive "risky" pursuits. Adults also need to consider where current programs and policies may be going wrong. ...
... Stable, Positive Relationship With at Least One Caring Adult Numerous studies have found that the presence of an adult-a parent or someone other than a parent-with a strong positive, emotional attachment to the child is associated with resilience (Garbarino, 1999). This might be a teacher or coach, an extended family member, or a mentor, such as those found in the Big Brothers/Big Sisters Program (Roth & Brooks-Gunn, 2000). ...
... Although the specific qualities used to describe healthy development vary, most encompass the health, happiness, and competence of adolescents on their way to becoming productive and satisfied adults (Roth & Brooks-Gunn, 2000). A focus on positive development nurtures youths' interpersonal skills and relationships, confidence and selfefficacy, academic achievement, and success in school and society (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004). ...
... With better connections to community, family, and peers, adolescents socialize values, norms, goals, purposes, skills, and knowledge that help them navigate challenges of adolescence, succeed in school, and transition into adulthood (Lerner et al., 2005). Self-confidence is critical for adolescents to strive for success in school and society (Fordham & Ogbu, 1986;Larson, 2000), to transition successfully into adulthood (Roth & Brooks-Gunn, 2000), and to become responsible citizens (Caspi & Silva, 1995;Haste, 2004). ...
A Positive Youth Development (PYD) perspective emphasizes adolescents’ potential for healthy, successful development. Researchers have introduced a variety of constructs that may promote PYD. For example, Intentional Self-Regulation (ISR) enables youth to seek out and use resources in the environment; purpose can help youth navigate and overcome obstacles. We examine connections between ISR, purpose and two PYD outcomes: confidence and connection. Data come from 763 Scottish youth (ages 12–14). We estimated fixed-effects regression models predicting confidence and connection from both ISR and purpose, confirming outcomes were independently associated with one or
both predictors. Our findings are especially salient to the field of youth purpose, linking purpose with specific PYD outcomes.
... Desde esta perspectiva, el desarrollo positivo de los adolescentes se conceptualizaba también como la inexistencia de comportamientos negativos o indeseables (Benson, 2003). A tal descripción subyace el supuesto de que los adolescentes representan "problemas que hay que manejar" (Roth y Brooks-Gunn, 2000). Dicha visión, orientada al comportamiento desadaptativo, conlleva la idea de que hay que tomar acciones a fin de prevenir el desarrollo de los problemas, que de otro modo son inevitables. ...
... Dicha visión, orientada al comportamiento desadaptativo, conlleva la idea de que hay que tomar acciones a fin de prevenir el desarrollo de los problemas, que de otro modo son inevitables. De esta forma, es común que los políticos y los profesionales de la salud estén satisfechos cuando sus acciones se asocian a la reducción de problemas tales como el embarazo adolescente, la mala crianza de los hijos, el uso y abuso de sustancias, el fracaso y el abandono escolar, la delincuencia y violencia (Roth y Brooks-Gunn, 2000). ...
Este estudio analizó la influencia del sexo y la edad en el afrontamiento y el bienestar subjetivo y su posible interrelación en adolescentes, pues ambos pueden ser indicadores de su desarrollo positivo. Participaron 559 adolescentes de 13 a 18 años, de secundaria y bachillerato, quienes completaron la Cédula Sociodemográfica del Adolescente y su Familia, la Escala de Afronta-miento para Adolescentes y la Escala Multidimensional para la Medición del Bienestar Subjetivo. Los análisis multivariados indicaron efectos principales del sexo y la edad sobre el afrontamiento y el bienestar subjetivo, sin efectos significativos de su interacción. Se encontraron relaciones positivas entre el afrontamiento productivo con la satisfacción vital y las emociones positivas, así como correlaciones negativas con los afectos negativos en frecuencia y en intensidad de ocurrencia. Estos resultados muestran la importancia de fortalecer el afrontamiento productivo con base en su relación positiva con el bienestar subjetivo.
... This type of engagement can provide more exposure to a variety of developmental experiences (Martinek & Hellison, 1997;Petitpas et al., 2005;Roth & Brooks-Gunn, 2000). Thus, coaches should make efforts to develop programs and build supporting structures that will encourage long-term engagement with athletes. ...
... Another best practice is developing quality, caring relationships with athletes and the community affiliated with their sport programs. Roth and Brooks-Gunn (2000) state that in high functioning youth development programs, the atmosphere, "resembles that of a caring family, where knowledgeable and caring adults empower adolescents to develop their competencies" (p. 97). ...
Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, & Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison & Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he utilized in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.
... Each "C" is a collection of individual attributes that contribute to overall healthy development and ultimately, from the viewpoint of these researchers, a civil society. Roth and Brooks-Gunn (2000) have provided more elaborate definitions of the "five Cs": ...
... Healthy development includes forming positive relationships with family, peers, and community (Lerner, et al., 2000;Roth, & Brooks-Gunn, 2000). Hispanic girls in this sample repeatedly detailed how sports provided them opportunities to connect with friends and family. ...
This study addressed the research question, “What is meaningful to Hispanic girls about their organized sports participation during the first year of high school?” Purposeful sampling (Maxwell, 1996) was used to select 15 9th-grade girls to participate in individual interviews about their organized sport participation. Transcripts were analyzed via inductive coding. Findings showed that organized sports offered Hispanic girls in this sample a venue for healthy youth development, including opportunities for the “5 C’s” – competence, confidence, connection, character, and caring (Lerner, Fisher, & Weinberg, 2000). This article highlights the salience of connection, caring, and competence in adolescent Hispanic girls’ organized sports experiences. Insights from girls’ narratives may help coaches and other educators structure athletic programs to best meet the needs of Hispanic girls during adolescence (AAUW, 1991; Brown & Gilligan, 1992; Erkut, Fields, Sing, & Marx, 1996; Gil & Vazquez, 1996; Sadker & Sadker, 1994).
... During adolescence, friends are an important source of social capital. Roth and Brooks-Gunn (2000) coined the acronym FRIEND to highlight a set of relevant aspects of peer relationships: friendship, resisting (peer pressure), interests (daily interests and commitments), examples (social role models), ...
... According to Frydenberg (2008), positive and supportive families have to be able to positively communicate with young people, provide support, optimize the expression of feelings and opinions, fully discuss problems, minimize conflicts, negotiate family plans, and develop cooperation and trust between parents and their children. Roth and Brooks-Gunn (2000) used the acronym TLC to summarize the characteristics of positive and supportive families: time (parents make time for their children), limits (they provide supervision, monitoring, and firm limits), and connectedness (they develop closeness and affective ties). ...
The present chapter discusses the assets model as a theoretical approach to the study of health behavior and health promotion. The model emphasizes people's talents, competences, and resources. In this chapter, a health asset is defined as any factor or resource that maximizes the opportunities for individuals, local communities, and populations to attain and maintain health and well-being. This perspective expands and complements the current medical model as it focuses on the development of a sense of empowerment in community members to prevent and manage their own health. Therefore, in this chapter we address the concepts of salutogenesis, social support, resilience, coping, self-regulation, social capital, and personal and social competence, which are central to the development of individuals' potential to manage and savor their own health, creating the conditions for self-fulfillment. Additionally, we demonstrate how the assets model guides the study of children's and adolescents' health in the Portuguese Health Behaviour in School-aged Children study (www.hbsc.org), concentrating on areas such as active lifestyles and quality-of-life perception. Finally, we present a roadmap for action that emphasizes the need to identify the factors that make children and adolescents happy and healthy individuals, while minimizing risks and problems they naturally encounter throughout their development. We also argue for the need to involve young people in discussions concerning their health and health promotion practices, focusing on the development of talents, capabilities, and positive expectations for the future.
... A rich vocabulary has developed to describe these development-enhancing factors; for example, supports, protective factors, the 5/6C's (e.g., caring, connection), opportunities, promises, developmental resources, developmental strengths, and developmental assets. Cutting across several models of positive youth development (Connell et al. 2001;Gonzalez et al. 2020;Lerner 2004;Pittman et al. 2001;Roth and Brooks-Gunn 2000;Spencer 2008;Zeldin et al. 2013)including developmental assets and developmental relationshipsis a considerable consensus on six theoretical principles: ...
... Mindannak a tudásnak, készségnek, kompetenciának és tapasztalatnak a megszerzésére irányul, amely szükséges ahhoz, hogy a serdülőkorból a fiatal felnőttkorba történő átlépés sikeres legyen. A fiatalokat célzó programok tekintetében szintén változás figyelhető meg, a pozitív erőforrások támogatása nagyobb hangsúlyt kap a negatív tényezők megelőzésével szemben (Roth & Brooks-Gunn, 2000). ...
A pozitív fiatalkori fejlődés (Positive Youth Development, PYD) olyan megközelítés, mely a gyermek- és serdülőkori képességek és erősségek mentén vizsgálja a változásokat, valamint arra a kérdésre keresi a választ, hogy milyen feltételek szükségesek a kibontakozáshoz vagy növekedéshez (thriving) a fejlődés folyamán. A PYD a fejlődésben rejlő potenciálokra helyezi a hangsúlyt a hiányosságok helyett, és kiemeli, hogy az egyéni erőforrások és a környezeti tényezők egyaránt kulcsfontosságúak (Damon, 2004; Kőrössy, 2016; Lerner et al., 2003). Jelen tanulmány a pozitív fiatalkori fejlődés elméleti kereteit és jellemzőit foglalja össze a pozitív fiatalkori fejlődés 5C modelljének és a Fejlődési Források modell segítségével, majd ezt követően kitér azokra a kutatási eredményekre, melyek a pozitív pszichológia és a pozitív fiatalkori fejlődés szemléletét alkalmazták. A család szerepe serdülőkorban is meghatározó, a kutatások azt mutatják, hogy a családi kapcsolatok minősége, a szülői támogatás és a kommunikáció a családban erősen összefüggenek a pozitív fejlődési eredményekkel. Az iskolával kapcsolatos pozitív élmények, támogató kapcsolatok kialakítása, valamint az egyéni erősségek megismerése és fejlesztése szintén kedvezően befolyásolják a fiatalok fejlődését, mindez pedig szorosan összekapcsolódik a serdülők jóllétével. A témában született eredmények új nézőpontok megvilágítása mellett az alkalmazott pszichológia és pedagógia területén is további lehetőségeket tárnak fel a szakembereknek, és fejlesztő, valamint iskolai programok kidolgozásához is alapul szolgálhatnak.
... Early studies believe that the development of psychological resilience requires an individual to experience severe dangers in the individual's development process, such as traumatic events or natural disasters, and excellent recovery from adversity [50]. With the deepening of research, some scholars have proposed that personal abilities such as physique, intelligence, and social skills, as well as protective factors such as interpersonal interactions and self-efficacy, also significantly affect an individual's psychological resilience [51,52]. These abilities can be enhanced by the individual's participation in physical exercise. ...
Smartphones have become an integral part of people’s daily lives. While bringing convenience, mobile phone addiction caused by overuse of smart phones has become a common phenomenon among college students. The current study aimed to examine the serial mediating role of psychological resilience and perceived stress between physical exercise and mobile phone addiction of college students. Using the PARS-3 scale, CD-RISC-10 scale, PSS-10 scale, and MPA scale, 257 college students were investigated and Structural Equation Model (SEM) was conducted. The results show that: (1) Physical exercise has no significant direct impact on mobile phone addiction. (2) Psychological resilience has a significant mediating effect between physical exercise and mobile phone addiction. But perceived stress does not. (3) Psychological resilience and perceived stress play a chain mediation role. Physical exercise can enhance psychological resilience firstly, thus relieving perceived stress and eventually mitigating mobile phone addiction.
... Family cohesion can provide important emotional support and boding to reduce the negative impacts of maladaptive parenting behavior on children's behavioral problems [31]. It is considered to be an important protective buffer as it meets the individual's psychological need for affiliation, security and emotional connection with others [46]. ...
Background
The interaction between parent and adolescent is more challenging than in other age periods. Family cohesion seriously impacts parent-adolescent emotional interactions. However, the underlying neural mechanism has not been fully examined. This study examined the differences in the neural synchrony in response to emotional film clips between high and low family cohesion adolescent-parent dyads by using the electroencephalograph (EEG) hyperscanning.
Results
Simultaneously electroencephalograph (EEG) was recorded while 15 low family cohesion parent-adolescent dyads (LFCs)and 14 high family cohesion parent-adolescent dyads (HFCs)received different emotional induction when viewing film clips. Interbrain phase-locking-value (PLV) in gamma band was used to calculate parent-adolescent dyads’ interbrain synchrony. Results showed that higher gamma interbrain synchrony was observed in the HFCs than the LFCs in the positive conditions. However, there was no significant difference between the HFCs and LFCs in other conditions. Also, the HFCs had significantly higher gamma interbrain synchrony in the positive conditions than in the negative conditions.
Conclusion
Interbrain synchrony may represent an underlying neural mechanism of the parent-adolescent emotional bonding, which is the core of family cohesion.
... Family cohesion can provide important emotional support and boding to reduce the negative impacts of the maladaptive parenting behavior on children's behavioral problems (Leidy et al., 2010). It is considered to be an important protective buffer as it meets the individual's psychological need for a liation, security and emotional connection with others (Roth & Brooks-Gunn, 2000). ...
Background: The interaction between parent and adolescent is more challenging than other age periods. Family cohesion seriously impacts parent-adolescent emotional interactions. However, the underlying neural mechanism has not been fully examined. This study examined the differences in the neural synchrony in response to emotional film clips between high and low family cohesion adolescent-parent dyads by using the electroencephalograph (EEG) hyperscanning.
Results: Simultaneously electroencephalograph (EEG) was recorded while 15 low family cohesion parent-adolescent dyads （LFCs）and 14 high family cohesion parent-adolescent dyads （HFCs）received different emotional induction when viewing film clips. Interbrain phase-locking-value (PLV) in gamma band was used to calculated parent-adolescent dyads’ interbrain synchrony. Results showed that higher gamma interbrain synchrony was observed in the HFCs than the LFCs in the positive conditions. However, there was no significant difference between the HFCs and LFCs in other conditions. Also, the HFCs had significantly higher gamma interbrain synchrony in the positive conditions than in the negative conditions.
Conclusion: Interbrain synchrony may represent an underlying neural mechanism of the parent-adolescent emotional bonding, which is the core of family cohesion.
... The early formation of healthy living has both immediate benefits and future advantages as the child continues to grow and develop into adulthood. Parenting factors, being the first primary social contexts children are exposed to, influence and shape their health and lifestyles (Roth and Brooks-Gunn, 2000). Thus, parents are important models of health-enhancing behaviors. ...
The research sets out to reveal that multidimensionality of inter-parental conflict is a limitation in the direction of research which suggests that inter-parental conflict is a risk factor to poor mental health and aggression in adolescents. To validate the above assertion, 394 adolescents (227 males; mean age = 15.6, SD = 1.74) were purposively sampled for the study. Two hypotheses were formulated and tested and data were analyzed using the multiple regression analysis and Multivariate Analysis of Variance/Analysis of Variance (MANOVA/ANOVA) statistics. Results indicated that all dimensions of inter-parental conflict and its full scale had a significantly positive correlation with aggression while all dimensions of inter-parental conflict had a significant negative correlation with adolescents’ mental health. Results further showed that all dimensions of inter-parental conflict jointly associated with aggression but only the dimensions of frequency and intensity independently related with aggression. All dimensions of inter-parental conflict jointly related with mental health while intensity, resolution, coping efficacy and self-blame dimensions independently associated with mental health of adolescents. Based on the above, the researchers recommended that the dimensionality of inter-parental conflict should be considered in further research and that intervention programs should aim at promoting positive family relationship, reducing family stress and promoting positive mental health as adolescents grow and develop in the course of time.
... Just as parental adversities, such as poor health conditions of caregivers can contribute to maladjustment in children through their effects on parenting, family cohesion can provide crucial support and alleviate the negative effects of parental adversities on child behavioral problems (Leidy, Guerra, & Toro, 2010). Theoretically, family cohesion is an important protective buffer as it meets a child's need for security, structure, and connection (Roth & Brooks-Gunn, 2000), which can mitigate the negative effects of adverse family dynamics and sequelae (e.g., poor health conditions of caregivers). ...
The present study aimed to explore whether caregivers' parental frustration mediates the relationship between parental health and children's externalizing behaviors and whether family cohesion potentially moderates this association. Data were derived from the 2016 National Survey of Children's Health (NSCH), and the total sample for the study included 50,212 adults. We tested the association between caregivers' parental health and children's externalizing behavior and whether parental frustration mediated the association between caregivers' parental health and children's externalizing behaviors. We performed a Sobel test to determine if the mediation was significant. To test the moderator, we conducted hierarchical multiple regression analyses to explore the interaction effect between caregivers' parental health and family cohesiveness on children's externalizing problems. We found a positive association between poor health conditions of caregivers and children's externalizing behavior. Our findings also showed that parental frustration mediated the association between caregivers' health conditions and children's externalizing behavior. And finally, family cohesion was found to moderate the association between caregivers' health conditions and children's externalizing behavior. Our findings suggest that to prevent or address children's externalizing behaviors, it is necessary to improve parental health, increase family cohesion, and reduce parental frustration.
... Clearly, youth can derive benefit from their social relationships, their families, and membership in their communities. For example, Masten and Coatsworth (1998) indicate that youth with higher social capital demonstrate improved academic competencies, and Roth and Brooks-Gunn (2000) discuss the importance of social capital for facilitating cooperation, mutual support, and resilient functioning among adolescents. ...
... Organizations. Public and private educational organizations, schools, and after school programs can play an influential role in the lives of youth (Chaplin, Hill, and John 2014;Montoya and Scott 2013;Morrissey and Werner-Wilson 2005;Roth and Brooks-Gunn 2000). Certainly, our discussion of adult allies demonstrates that individual teachers within schools championed our youth partners. ...
This research focuses on youth social entrepreneurs who are leading ventures that address pressing societal problems including climate change, gun reform, and social justice. It answers Journal of Public Policy & Marketing's call for more research in marketing on social entrepreneurship. Consistent with the mission of Transformative Consumer Research to enhance individual and societal well-being, this research explores how the dynamic ecosystem of youth social entrepreneurs empowers them to rise up to transform people, communities, and the future for the better. The authors partnered with 20 established youth social entrepreneurs who have founded social impact initiatives as well as two organizations that support youth social entrepreneurs, Ashoka and Future Coalition, to develop a framework for understanding the ecosystem that encourages youth social entrepreneurs to enhance people's well-being and make the world a better place. This framework integrates the experiences of these youth social entrepreneur partners and extant literature in marketing and related disciplines to provide guidance that can help researchers, policy makers, educators, and parents design an environment to support the success of youth social entrepreneurs.
... Notably, social capital grants adolescents' admittance into larger social networks, as well as access to diverse social activities, information, and commodities (Laser & Leibowitz, 2009). Social capital has been tied to improved academic performance, and resiliency amongst vulnerable groups (Masten & Coatsworth, 1998;Roth & Brooks-Gunn, 2000). While the number of connections and strength of relationships is an important factor in assessing social capital, researchers have stressed the importance of connecting distinct social groups (referred to as bridging) (Granovetter, 1973;Burt, 1997). ...
This study utilized social network analysis to examine the communication strategies of 54 high school students (2, 916 relationships) within a private online group. Communication strategies were identified through interviews with adolescent Facebook users (N = 12), and coding Facebook data (N = 271 comments/posts). Three themes emerged from the data regarding tactics adolescents applied concerning effective online communication strategies: 1) level of relevancy (the extent to which the post related to their personal lives), 2) use of dialogical questions (the extent to which participants utilized engaging questions to solicit a response), and 3) social media savviness (the extent to which participants utilized images to convey information). Random permutation regression analysis indicated that those who demonstrated high performance levels in social media savviness were more central within the online community. Additionally, participants who applied dialogic questions held significantly higher scores in network betweenness. Implications for programing will be discussed.
... Benzer şekilde anne-baba ile olumlu ilişkiye sahip gençlerin diğer insanlara karşı daha fazla olumlu davranış sergiledikleri gözlenmektedir. Ayrıca öğretmenlerin olumlu rol modeli olmaları da gençleri riskli davranışlardan koruyabilmekte ve olumlu gelişimi destekleyebilmektedir [32]. ...
“Televizyonun Okul Öncesi Çocuklara Etkileri: Aile Değerlendirme Ölçeği Ve Televizyon İzleme Süreleri Üzerine Bir Araştırma”
ÖZET Bu araştırmanın amacı, çocukları televizyon (TV) sürelerini ikiye ayırarak (çok TV izleyen ve az TV izleyen) televizyonun aile dinamikleri üzerindeki etkisini araştırmaktadır. Aile Değerlendirme Ölçeği ve alt ölçekleri kullanılarak analiz yapılmıştır. Okul öncesi çocuklarla ilgili bilgiler, bu çocukların anne babalarına ulaşılarak elde edilmiştir. Anne babalar, çocuklarının TV izleme davranış formunun yanı sıra Aile Değerlendirme Ölçeğini doldurmuşlardır. Elde edilen verilere göre, çok TV izleyen çocukların aileleri ile az TV izleyen çocukların ailelerinin, ailenin işlevleri açısından görüşleri arasında anlamlı bir farklılık yoktur. Alt boyutlar açısından incelendiğinde ailelerin genel olarak iletişim, roller, duygusal tepki, gereken ilgiyi gösterme, davranış kontrolü ve genel işlevler açısından genel anlamda sağlıklı bir işleve sahip olmadıkları söylenebilir. Buna göre TV izleme oranı ailenin işlevleri açısından bir farklılık oluşturmamaktadır. Bu bağlamda, ana-babaların çocukların TV seyretme sürelerini konusunda duyarlı olmalarında yarar vardır. ABSTRACT The purpose of the study is to examine the effects of television viewing time on children and family dynamics by separating them into two groups (the most TV viewing and the least TV viewing children). The family assessment device and sub-scales were used in the analysis. The information and data about the preschool period children were filled out by their parents. The parents were filled out the personal information and TV viewing habits forms as well as the Family Assessment Scale. According to the results, there were no statistically significant differences between the most TV viewing children and the least TV viewing children (pre-school) about their families and their families' functions. The analyses of the sub-scales have indicated that the families in general have no healthy functions on Communication, Roles, Emotional Reaction, Affective Involvement, Behavior Control and General Functioning. In according to the results, there were no statistically significant differences about family functions on TV viewing percentage. In the regards, parents have responsibilities on children's TV viewing time and habits.
... Overall, many experts conclude that risk taking in adolescence is "normal" (Dryfoos, 1998;Hamburg, 1997;Roth and Brooks-Gunn, 2000) and that the key is to provide guidance in decision making and encourage the adolescent to channel the positive developmental aspects of this energy into less dangerous and more constructive "risky" pursuits. ...
... The implication is that most of the children grow up lacking proper supervision, having neither moral nor spiritual guidance. In the words of Roth & Brooks -Gunn (2000), though adolescents are moving towards independence, yet we should not deny them of the need to stay connected with their parents. Along this same line, the longitudinal study on the Adolescent Health of the Council of Economic Advisors (2000), found that more than 12,000 adolescents who did not eat dinner with their parents for five or more days a week, had dramatically higher rates of smoking, drinking, engaging marijuana use, getting into fighting and initiation into sexual activities. ...
The study was designed to appraise delinquent behaviours among secondary school students in Akure North and Akure South Local Government Areas of Ondo State, Nigeria. Two hundred students of senior secondary classes two and three (SS2 and SS3), were used as sample. Two of the selected schools were mixed, while the other two were girls’ and boys’ only respectively. The research instrument for the study was a self-constructed questionnaire entitled “Appraisal of Delinquent Behaviour Questionnaire (ADBQ)” Data collected were analyzed using percentage (%). Findings from the study showed that the parent, the teacher and the media, are all instrumental to students’ delinquent behaviours. Based on the findings of the study, conclusion was drawn and recommendations made.
... PYD is a perspective of youth development that focuses on the goal of developing adolescents who are both healthy and happy, and on a pathway to a positive, productive, and satisfying adulthood (Roth & Brooks-Gunn, 2000). This perspective represents a shift from studying the development of children who are seen as "troubled youth" or who are deemed at risk, termed the "deficit view," to now realizing the potential for the positive development of all children, termed the "strength-based approach" (Benson et al., 2006). ...
There is currently a lack of theoretically based research regarding positive youth development (PYD) and youth in recreational sport settings, including residential summer sport camps. This qualitative research study explored the ways in which positive developmental experiences are facilitated at a residential summer sport camp. Using a case study approach over an entire summer, interviews were conducted with summer camp leaders and camp management, focus groups were completed with campers and counselors in training, and observations were recorded as field notes. Data were first inductively and then deductively analyzed and results are situated within the 8 Settings Features of PYD programming. This camp context was deliberately structured to facilitate leaders’ provision of growth opportunities for campers. Leaders provided opportunities for growth through the development of supportive relationships with a variety of leaders, the presence of positive social norms, and opportunities for skill building. Findings from this study may have implications for sport administrators as well as day and residential summer camp directors regarding creating programs and environments rich with developmental opportunities for youth.
... Adolescence is often characterized as a time of challenge and turbulence (Roth & Brooks-Gunn, 2000). This is a time in which adolescents experience many changes in their life. ...
This reported study was designed to examine the beliefs and perceptions of adolescents on whether or not viewing violence on television contributes to an increase in adolescents’ abilities to learn aggressive attitudes and behaviors. It also explored the effects humor and satire used in the animated television series The Simpsons has on adolescents’ abilities to learn aggressive attitudes and behaviors. Finally, it examined to what extent the violence portrayed in The Simpsons was believed to be realistic and justified by adolescents viewing the show. Results indicate that adolescents were not affected by the violence they observed in The Simpsons animation: Further, they did not feel that it was acceptable for their favorite characters to use violence to solve problems. Youth did not have reactions to viewing the series that were violent, nor did they report becoming aggressive in response to viewing the violence on the The Simpsons. While the majority of the youth also reported that they did not use violence to solve a problem, 3.3% reported that they did. Overall, the study concluded that adolescents’ exposure to violent content by viewing it in animation in The Simpsons did not affect adolescents’ perceptions of their abilities to learn aggressive attitudes and behaviors. Youth did not perceive that the violence portrayed was realistic.
... PYD stands in contrast to deficit models of treatment or prevention in that it focuses not merely on preventing problem behaviours but also on developing positive assets. Proponents argue that PYD should aim to develop five positive attributes: competence (including academic and social skills); confidence; connection (close relationships to family, peers and community); character (positive values and integrity); and caring (Roth and Brooks-Gunn, 2000). Similarly, the Development Asset Model identifies 40 features of young people's ecologies and resources that when enhanced contribute to healthy development (Benson, 1997;Benson and Scales, 2009;Lerner et. ...
Purpose
– Evaluation of the Teens & Toddlers (T & T) positive youth development (PYD) and teenage pregnancy prevention programme suggested that the intervention had minimal effectiveness partly due to its unclear theory of change. The purpose of this paper is to examine the lived experiences of young women participating in the programme to contribute to a clearer understanding of intervention process and potential mechanisms.
Design/methodology/approach
– The authors conducted four focus groups (n=20), eight paired or triad interviews (n=12) and 15 interviews with young women participating in an randomized controlled trial of the T & T programme in England, analysing these data using a phenomenological approach.
Findings
– T & T provided some opportunities to experience the “five Cs” that underpin PYD programme theory: competence, confidence, connection, character and caring. However, the young women did not experience the programme in a way that would consistently develop these characteristics. The lack of opportunities for skill-building and challenge in the activities constrained their ability to build competence and confidence. Some programme facilitators and counsellors were able to achieve connections and caring relationships with the young women, though other adults involved in the programme were sometimes perceived by the participants as overly critical. The character development activities undertaken in the programme addressed attitudes towards sexual risk-taking.
Originality/value
– Few studies of the PYD approach examine young people’s perspectives. This research suggests that the young women were not consistently provided with opportunities to achieve youth development within the T & T programmes. In refining the programme, more thought is needed regarding how delivery of particular components may facilitate or impede a PYD experience.
... Workers who cultivate a safe atmosphere of engagement whereby openly seeking such information, affirm the worth and dignity of the individual in care. Empowerment of foster youths, as conceptualized by such researchers as: National Research Council and Institute of Medicine (NRC/IOM), 2002; Ramirez-Valles, Zimmerman, & Juarez, 2002;Roth & Brooks-Gunn, 2000;Zimmerman, Steward, Morrel-Samuels, Franzen, & Reishl, 2011, should be an ongoing part of their involvement in any forms of interventions, and according to the qualitative data, the use of the smartphone allowed that to happen. ...
Mindful of the tremendous risk factors that foster youths encounter, a federal demonstration project sought to increase their protective factors and to mitigate their adverse experiences. The ability to form and maintain healthy relationships is a key protective factor as it helps youths navigate life’s challenges, especially those challenges that result from unresolved loss and grief as a result of being in care. The study was guided by a relational competence framework. The youths were issued smartphones, and their social service providers were given a Web-based application designed to increase communication between the foster youths, their providers, and their mentors. Findings reveal several favorable outcomes associated with the use of the smartphones but also several unintended negative consequences. Recommendations for balancing youths’, caregivers’, and providers’ needs, positions, and rights are discussed. Likewise, the authors discuss the study’s implications for program development that utilizes smartphone technology to increase youths’ ability to experience healthy relationships.
A BSTRACT
Background
Political violence in Kashmir was a common occurrence. The phenomenon had occurred often and repeatedly in an unmanageable fashion. It had consequential implications for each member of society including children and adolescents.
Aim
The study aimed to analyze the teachers’ perspective on mental health problems of adolescents in Kashmir. In Kashmir’s precarious circumstances, school-going adolescents were exceptionally vulnerable to mental health issues. Addressing unrecognized mental health issues among school-going adolescents established an important rationale for corresponding further deterioration.
Methods
The study used the standardized tools of the Rutter’s Children Behavior Questionnaire (RCBQ-B) and the Strengths and Difficulties Questionnaire (SDQ). Cluster sampling was employed in the study. About 45 schoolteachers rated the behaviors of 160 school-going adolescents of Kashmir from numerous schools. The data were statistically analyzed using descriptive and inferential statistics such as t -test and one-way analysis of variance and correlation.
Results
We found that behavioral and emotional problems (BEPs) rose significantly, most notably indications of BEPs with risk factors. Across the socioeconomic status, age, adolescence type, and education, the results found an upward trend of 47% prevalence rate of mental health problems among adolescents with 45% as peer problems, 39% hyperactivity, 34% conduct, and 9% emotional problems.
Conclusion
An increasing number of adolescents in prevailing situations in Kashmir suffered from mental health problems. The study findings reveal that there is a need to create effective mental health services and interventions for school-going adolescents in Kashmir.
Individuals with disabilities have a long history of exclusion from both education and recreation settings. Until the 1970s, parents caring for their child with a disability was a private, isolated activity and an extreme hardship. Today, children with disabilities are usually included in general education classrooms with their typically developing peers. For inclusive education to be successful, the IEP team must focus on the collaborative aspects and possible community-wide solutions for the child's best interests by looking outside the classroom to examine the array of community supports that interconnect with the child's education and long-term transition outcomes over multiple seasons, including summer months. This chapter provides background on inclusive recreation services, including suggestions for how a multidisciplinary IEP team can incorporate existing recreation services and community programs as extended supports within a child's IEP or transition plan, using Bronfenbrenner's ecological systems framework.
This chapter shows how mindfulness practices (such as meditation and focused breathing exercises) benefit leaders and employees, by increasing self-awareness, reducing stress, and improving emotional regulation—leading to more authentic decision-making and effective communication, even in challenging situations. Diverse leadership groups, including youth, indigenous elders, and LGBTQ+, are viewed through the lens of mindfulness and authentic leadership.
Combining mindfulness and authentic leadership can benefit middle managers by enhancing decision-making, response to challenges, and sustainable leadership. Mindfulness training improves emotional regulation, while authentic leadership increases job satisfaction.
However, mindfulness and authentic leadership are not one-size-fits-all solutions, so training should be tailored to develop these skills for management.
The relevance of youth leadership in community decision-making has been debated, with research emphasizing the need for youth to actively contribute to their communities. Although limited empirical evidence exists in this area, studies suggest youth develop essential skills and contribute positively through partnerships with adults. Efforts should be made to tap into the leadership potential of youth, promoting their involvement in community programs and capitalizing on their valuable assets.
The leadership styles of global business leaders Jack Dorsey, Elon Musk, and Pete Thiel evolved over time, reflecting their core values and priorities. Their strategies and business models demonstrate an expression of their authentic leadership, shaped by unique perspectives and experiences. LGBTQ+ issues, political philosophy, and societal impact are significant considerations in their leadership journeys. A case study of a young man learning to express his more tender emotions sheds another light on individual growth.
The endeavor to produce a book such as this Highlighting Education Simulacrum in Pandemic through Contemporary Research, is an extensive thought of personal task. Many colleagues from the education and nursing communities have inspired me to write something which could be my legacy as a researcher with experience in practice and education.
The recent situation of pandemic commences the love for research towards education as it viewed the system in the new context. Numerous challenges and significant circumstances arose as we go through with education in the new normal milieu. As a researcher, those would be potential research topics aiming to produce varied and substantial outcomes.
The book is arranged according to chapters which are as follows:
I. Teaching Interventions
II. School Governance
III. Teachers’ Welfare
IV. Learners’ Welfare
It is hoped that the use of this book would contribute to the improvement of research culture and in educational sector as well. This will also serve as findings dissemination of the researches conducted in this time of pandemic. Teachers should always be equipped with real-time evidence-based practices to capacitate themselves with a strong knowledge, competent skills, and an altruistic and humble attitude.
Nowadays, adolescence is one of the foremost contemporary topics in
psychological literature, and leisure is one of the most significant life
contexts/activities/experiences adolescents deal with in daily life. Though,
understanding the match between leisure and adolescents’ development to
improve healthy and meaningful lives is still an open debate.
The present article discusses the interplay between adolescence, leisure
experience, flourishing and boredom, sharing a new approach to understand
leisure experience and its role in adolescents’ lives. For this, we present a crossed
relation between a continuum of low-high flourishing experience and low-high
boredom experience, discussing their interception and related outputs expressed
in terms of four styles of leisure experience: optimal leisure experience;
challenging leisure experience; apathy leisure experience; and risky leisure
experience. These four leisure experience types, being conceptually organized,
open new and insightful directions for future leisure studies. Besides, give new
inputs about the role of optimal leisure experience to promote positive development, showing the importance of integrating several experiences that co-occur
in adolescents’ daily lives.
Positive youth development has gained a lot of attention recently since it acts as a protective factor for several risk behaviors and other important life outcomes in adolescents and young adults. The main objective of this study was to explore the factorial structure of the Positive Youth Development Scale (PYDS) using multidimensional item response theory (MIRT). Three different models were examined: a unidimensional model, a multidimensional model with six distinct dimensions, and a multidimensional bifactor model, where each item was restricted to load simultaneously on a global positive development factor as well as a domain-specific one. Results indicated that the bifactor model provided superior model fit compared to the competing models, including a testlet and purified models. The study concludes with the advantages of MIRT models in dimensionality assessment and provides some suggestions for the improvement of the PYDS’ item characteristics.
In researches about the impact shift work has on the social and family domains, the effects are more commonly studied from the workers perspective. Bearing this in mind, the present research intends to understand the impacts of shift work on the family and social domains in the perspective of shift workers’ children. Nineteen children from shift working parents took part in this research. Data was collected through a semi-structured interview addressing topics such as family time, communication, and school support. In general, the results indicate negative effects (family time, parental education, school support, regular activities, occasional activities, and communication), positive effects (school support, follow-up occasional activities), or no effects perceived in the areas evaluated. The impacts perceived by children in the different areas evaluated are largely dependent on the parents’ type of work schedule, flexibility allowed, and the management of working hours (e.g., possibility of exchange shifts or not).
Context: Personal and social development is a universal human right and is built, beside maturation, in the opportunities that young people find in their day to day contexts, mainly in school. From literature review on development and school, two concepts, that have oriented this project, stood out. The first concept, in the line of Erikson is psychosocial development (DP), highlighting the psychological and social development. One suggestion made in this project is to complement the psychosocial assessment with the 5 Cs from positive youth development (PYD). The second concept is Student Engagement in School (EAE), empirically associated to better school results, learning and to wellbeing and psychological development. Goals: To deepen theoretical and empirical research on psychosocial development and student engagement in school, for a better knowledge of school potential as a prime context for human development. Method: The study will include students from the 6th, 9th and 11th grades from three different schools from Lisbon region: a public school integrated in TEIP program; a private school; a public school. Data collection will use as instruments the EPSI-Erikson Psychosocial Inventory Scale (psychosocial development), the PYD-Short form (5 Cs); the EAE-E4D-Student engagement in school: 4 dimensions scale (student engagement in school). Results: This project aims: (a) assess the sample regarding psychosocial development and student engagement in school; (b) to search for expected differences between sex, grades and schools; (c) understand the association of psychosocial development and student engagement in school with school variables (Portuguese and mathematic results and year fails) and with activities engagement (extracurricular and solidarity activities). Conclusions: Main conclusions will be drowned from the understanding of the results on the light of a new literature review. A positive contribute to psychosocial development assessment and new research and intervention leads are expected.
Resumo Os jovens que referem gostar da escola apresentam mais comportamentos positivos associados, nomeadamente melhor desempenho académico e mais bem-estar. O presente estudo tem como objetivos:1) compreender a relação existente entre o gosto pela escola e capacidade académica, e; 2)o que os jovens gostariam de mudar nas suas escolas; 3) verificar as variáveis que poderão predizer o gosto pela escola e a capacidade académica percebida; 4) analisar as variáveis relacionadas com a escola nomeadamente a pressão com os trabalhos da escola, problemas com a escola, relação com os colegas da escola e com os professores. Participaram 6026 alunos do 6º 8º e 10º ano de escolaridade que integraram o estudo Health Behaviour in School-Aged children (HBSC) em 2014. Os jovens que referem gostar muito da escola são os que não mudariam nada na sua escola e são os que têm mais confiança nos professores. Os alunos referem que as matérias são demasiado extensas, aborrecidas e mesmo inúteis salientando alguns a pressão dos pais para o sucesso escolar. Os resultados apontam para a necessidade de rever as políticas públicas existentes no ensino português sendo crucial intervir nas escolas, junto das famílias, professores e jovens. Palavras-chave: capacidade acadêmica, mudanças na escola, gosto pela escola, políticas públicas Abstract Young people who reported to like school have more positive behaviors associated, including better academic performance and more well-being. This study aims to understand 1) the relationship between liking school and academic ability 2) what young people would like to change in their schools, 3) check the variables that may predict liking school and perceived academic ability 4) analyze the variables related to the school including pressure with school work, problems about school, relationship with classmates and teachers. 6026 students from 6 th , 8 th and 10 th grades that integrated the study Health Behaviour in School-Aged children (HBSC) in 2014 participated. Young people that reported to like school very much are those who would not change anything in their school and are the ones who have more trust in teachers. Students report that school subjects are too extensive, too boring and even useless and referred some negative parental overpressure regarding school success. The results suggest the need to review existing policies in Portuguese education system pointing out that it is crucial to intervene in schools, with families, teachers and young people. Resumen Los jóvenes que reportaron que les gusta el colegio tienen comportamientos más positivos asociados, incluyendo un mejor rendimiento académico y un mayor bienestar. Este estudio tiene como objetivo comprender: 1) la relación entre el gusto por la escuela y la capacidad académica; 2) que les gustaría cambiar en sus escuelas; 3) determinar las variables que pueden predecir el gusto por la escuela y la capacidad académica percibida; 4) analizar las variables relacionadas con la escuela, incluyendo la presión con el trabajo escolar, problemas en la escuela, las relaciones con los compañeros y profesores. Participado 6026 alumnos de 6º, 8º y 10º grado que integraron el estudio Health Behaviour in School-Aged children (HBSC) em 2014. Los jóvenes que le gustan la escuela son aquellos que no cambiarían nada en su escuela y son aquellos que presentan más confianza en los maestros. Los estudiantes reportan que los materiales son demasiado grandes, aburrido e
In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions. The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors. The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3. The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.
Homelessness disrupts young people’s participation in the productive occupations that facilitate transition to adulthood, impairs social connections, and has a disorganizing effect on their time use. Semi-structured focus group interviews were used to explore how 19 homeless young people perceived their daily routines, meaningful occupations, and social participation to be impacted by the experience of homelessness. Occupational therapy practitioners can use the findings from this study to inform the development of comprehensive community-based programming aimed at increasing social opportunities, developing balanced, healthy routines, decreasing intrinsic and extrinsic barriers to residential stability, and promoting participation in productive and leisure occupations.
Young people who reported to like school have more positive behaviors associated, including better academic performance and more well-being. This study aims to understand 1) the relationship between liking school and academic ability 2) what young people would like to change in their schools, 3) check the variables that may predict liking school and perceived academic ability 4) analyze the variables related to the school including pressure with school work, problems about school, relationship with classmates and teachers. 6026 students from 6th, 8th and 10th grades that integrated the study Health Behaviour in School - Aged children (HBSC) in 2014 participated. Young people that reported to like school very much are those who would not change anything in their school and are the ones who have more trust in teachers. Students report that school subjects are too extensive, too boring and even useless and referred some negative parental overpressure regarding school success. The results suggest the need to review existing policies in Portuguese education system pointing out that it is crucial to intervene in schools, with families, teachers and young people.
The present study focuses on the impact of addictive behaviour of adolescents on their adjustment, self-efficacy and psychosocial competency. To explore this objective a sample of 40 drug addicted adolescents and 40 adolescents who were not addicted to drugs were selected from Mapusa and surrounding area of Goa state. The subjects were administered the Adjustment Inventory and the Psychosocial Competence Scale. The results revealed that drug addicted adolescents differed significantly from those who were not addicted to drugs in their adjustment, self-efficacy and psychosocial competence. More specifically drug addicted adolescents have shown significantly lower adjustment in terms of home, social, emotional and educational when compared to those adolescents who were not addicted to drugs. Similarly, drug addicted adolescents have shown significantly lower self-efficacy than their counterparts. Finally, drug addicted adolescents are also found to have lower psychosocial competency in terms of problem solving, decision-making, critical thinking, creative thinking , empathy, selfawareness, coping with emotions, coping with stress, interpersonal relationships, effective communication as well as overall compared to those adolescents who are not addicted to drugs.
Pupils who like school have better academic performance and better perception of health and well-being. This study aims to (1) know the pupils’ views of their schools and their schools’ characteristics, assets and problems and (2) identify the variables that may predict enjoying school. A total of 6026 Portuguese pupils participated in the Health Behaviour in School-aged Children study in 2014. Pupils reported that programme contents are too long and too boring as well as negative parental overpressure regarding school success. They also pinpointed issues regarding their perception of teachers (lack of trust and low person-to-person interaction) and regarding school facilities. These issues have an impact on the perception of how much they like and how they feel about school. Results suggested an urgent need to review present public policies regarding Portuguese education and the need to focus on the length and structure of programme contents and to the dynamics and length of the classes and school workload, as well as investing in school physical structures. Portugal has a ‘chronic’ low ranking regarding academic achievement according to several international studies; thus, some highlights on how to move forward are provided.
In 2013, due to a longer term and other extraneous circumstances, an opportunity arose to offer a number of 5-week programs at the School for Student Leadership, as opposed to the regular offering of a 9-week program. This created an opportunity to conduct research into the impact of the program length on student outcomes. These outcomes were measured from a positive youth development perspective, utilising a mixed methods longitudinal research design. The research involved interviewing and surveying student participants in both the 5-week and 9-week programs at three separate stages—the beginning, end and 1 year post program. The findings illustrated that the program had impacted positively on aspects of participants’ development, regardless of the length of the program. This chapter provides an outline of the research project investigating the experimentation with time in the SSL programs, which was conducted as part of a larger Ph.D. study.
Este artigo descreve e analisa alguns dos elementos que influenciam a construção das identidades dos jovens de origem imigrante na Europa. Os resultados derivam dum projeto de investigação europeu intitulado "Rumo à construção social duma juventude europeia: a experiência de inclusão e exclusão na esfera pública dos jovens migrantes de segunda geração"1, desenvolvido entre 2006 e 2009 em nove cidades localizadas em cinco países: Espanha (Madrid e Barcelona), Itália (Génova e Roma), Portugal (Lisboa e Porto), França (Metz), Alemanha (Berlim) e Holanda (Utrecht). A primeira parte analisa os dados quantitativos recolhidos nos contextos de estudo, comparando os jovens descendentes de imigrantes com os jovens autóctones, focando a questão da identidade como um assunto central no processo de inclusão dos jovens imigrantes. A segunda parte aborda alguns dos marcadores identitários presentes nos jovens descendentes de imigrantes em Portugal, à luz de dados etnográficos recolhidos especificamente para o caso dos jovens na Área Metropolitana de Lisboa focando as questões de identidade, género e discriminação.
Adolescents’ academic pursuits center on school. Their connections to school, motivation to achieve, course selection, and acquired knowledge and skills create a foundation for the future. Admission to higher education, and increasingly, jobs in the workplace, require a high school diploma. Graduation from high school, the most widely used measure of academic success during adolescence, signifies students’ satisfactory completion of a set of required courses, and increasingly, passing scores on state proficiency tests. And with it, the assumption that students possess the reading, writing, and mathematical skills necessary for further schooling or entry-level jobs.
Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional self-regulation (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.
Parental monitoring has been conceptualized as tracking and surveillance but operationalized as knowledge of daily activities. This study tested the tracking and surveillance explanation of why parental knowledge is linked to better adolescent adjustment. Participants were 1,186 14-year-olds in central Sweden and their parents. The results supported and extended a reinterpretation of parental monitoring (H. Stattin & M. Kerr, in press). Across sex and informant, high parental knowledge was linked to multiple measures of good adjustment. But children's spontaneous disclosure of information explained more of these relations than parents' tracking and surveillance efforts did. Parents' control efforts were related to good adjustment only after the child's feelings of being controlled, which were linked to poor adjustment, were partialed out. The findings suggest that parents' tracking and surveillance efforts are not as effective as previously thought.
Social influence is central to models of adolescent substance use. Nonetheless, researchers fail to delineate the various forms of social influence. A framework that distinguishes between active (explicit drug offers) and passive (social modeling and overestimation of friends' use) social pressure was tested. The effect of these processes on alcohol and cigarette use was examined with 526 seventh graders taking part in an alcohol prevention program. Hierarchical regression analyses demonstrated that pretest measures of alcohol use, offers, modeling, and overestimation each accounted for unique variance in posttest alcohol use. Similar results were obtained for cigarette smoking. The general model was not significantly different for boys and girls, or for prior users and prior nonusers, supporting the generalizability of the framework. Implications for intervention programs are discussed.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
Although most individuals pass through adolescence without excessively high levels of "storm and stress," many do experience difficulty. Why? Is there something unique about this developmental period that puts adolescents at risk for difficulty? This article focuses on this question and advances the hypothesis that some of the negative psychological changes associated with adolescent development result from a mismatch between the needs of developing adolescents and the opportunities afforded them by their social environments. It provides examples of how this mismatch develops in the school and in the home and how it is linked to negative age-related changes in early adolescents' motivation and self-perceptions. Ways in which more developmentally appropriate social environments can be created are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reviews changes in parent-child relationships during puberty, emphasizing the developmental processes that might be implicated in these changes. Evidence suggests increases in conflict and less warm interactions in relationships between parents and children during puberty. Changes are assumed to be short term, although little longitudinal research has directly addressed the issue of long-lasting effects. Other developmental changes occurring for the adolescent, the parent, or both (such as social cognitive or self-definitional change), as well as other relationship changes, personality characteristics, and the sheer number of life events or transitions have all been posited as potential contributors to changes in the parent-child relationship for young adolescents. These possible contributors, however, have seldom been studied in conjunction with pubertal changes. Such integrative research is necessary to test various models through which puberty, social relationships, social cognitive, self-definitional, and other processes influence one another and are influenced by one another during the transition to adolescence.
The relative influence of peer and parental influence on youths' use of alcohol and other drugs is explored among 446 Anglo and Hispanic youths, ages 9-17. Current users and abstainers are similar in age and gender. Among both groups, parental influence is more profound than that of peers. However, substance users, compared to abstainers, are more influenced by peers. Level of marijuana use by youths' friends is the most reliable predictor of drug use. Youths having viable relationships with parents are less involved with drugs and less influenced by drug-oriented peers.
Friends foster self-esteem and a sense of well-being, socialize one another, and support one another in coping with developmental transitions and life stress. Friends engage in different activities with one another across the life span, but friendship is conceived similarly by children and adults. Friends and friendships, however, are not all alike. The developmental significance of having friends depends on the characteristics of the friends, especially whether the friends are antisocial or socially withdrawn. Outcomes also depend on whether friendships are supportive and intimate or fractious and unstable. Among both children and adults, friendships have clear-cut developmental benefits at times but are mixed blessings at other times.
The effects of neighborhood characteristics on the development of children and adolescents are estimated, using two data sets, each of which contains information gathered about individual children and the families and neighborhoods in which they reside. There are reasonably powerful neighborhood effects-particularly the effects of the presence of affluent neighbors-on childhood IQ, teenage births, and school-leaving, even after the differences in the socioeconomic characteristics of families are adjusted for. The study finds that white teenagers benefit more from the presence of affluent neighbors than do black teenagers.
This study disaggregated parenting styles into three socialization dimensions: connection/involvement, regulation, and psychological autonomy. Six dependent variables were used (grades and educational expectations, psychological and somatic symptoms, and delinquent acts and substance use), and the three socialization measures were associated individually with all six outcomes. When multiple regressions included all three socialization measures simultaneously, connection/involvement was associated positively with educational outcomes, whereas regulation andpsychological autonomy were associated significantly with all six outcomes in the three domains. For deviance, regulation appeared to be the strongest socialization dimension. For health, psychological autonomy was the strongest. Educational outcomes were more balanced among the three socialization measures, with all three contributing positively to these outcomes. Using instrumental variables allowed the regression models to isolate the direction of causality from the socialization variables to the six outcomes. The impact of each socialization dimension was stable across allfour ethnic groups and both genders.
Related work intensity (hours worked per week) to indicators of psychosocial functioning and adjustment by using nationally representative samples of high school seniors, totalling over 70,000 respondents, from the classes of 1985–1989. Consistent with previous research, bivariate correlations were positive between work intensity and problem behaviors; these associations were diminished (but not eliminated) once background and educational success indicators were controlled, thus suggesting that selection factors contribute to the correlations. Work intensity appears to reduce the likelihood of getting sufficient sleep, eating breakfast, exercising, and having a satisfactory amount of leisure time. Conceptual and policy implications are discussed, including the possibility that long hours of part-time work may be both a symptom and a facilitator of psychosocial difficulties. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the links between children's perceptions of the manner in which they and their parents adjust their relationships during early adolescence and early adolescents' orientation toward parents and peers. A sample of 1,771 children completed self-report questionnaires during the spring of their 6th and 7th grades. As predicted, early adolescents who believed their parents asserted and did not relax their power and restrictiveness were higher in an extreme form of peer orientation. Also as predicted, those who perceived few opportunities to be involved in decision making, as well as no increase in these opportunities, were higher in both extreme peer orientation and peer advice seeking. Discussion focuses on the importance for parent–child relationships to adjust to early adolescents' changing developmental needs, as well as the implications of early adolescent peer orientation for later development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Attempted (a) to replicate or modify parent-child relationships found in 2 previous studies by D. Baumrind (see record
1967-05780-001) and D. Baumrind and A. E. Black (see record
1967-10271-001); and (b) to differentiate further among patterns of parental authority and measure their effects upon the behavior of preschool children. Data were based upon observational procedures, and were analyzed for boys and girls separately. Ss were 146 white preschool children and their families. Results include the following: (a) authoritative parental behavior was clearly associated with independent, purposive behavior for girls but only associated with such behavior for boys when the parents were nonconforming; (b) authoritative parental control was clearly associated with all indexes of social responsibility in boys compared to authoritarian and permissive parental control, and with high achievement in girls, but not with friendly, cooperative behavior; and (c) contrary to expectations, parental nonconformity was not associated with lack of social responsibility in either boys or girls. (45 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
examines broad changes in the social world of American adolescents that occurred in the 1980s, the implications of these changes for the social health of youth, and promising educational and intervention strategies that appear to promote healthy socialization and may ameliorate some of the health-compromising trends
review Bronfenbrenner's (1979) ecological systems model of development and then highlight its usefulness for understanding health promotion among family, peers, schools, and mass media / the primary concern of this review is the quality of the changes that occurred in the 1980s, particularly as they impacted healthy adolescent socialization
offers potential approaches, solutions, and strategies that also emerged in the past decade (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Adolescents have been recognized as critical targets for health promotion efforts for two reasons. (1) The primary causes of adolescent morbidity and mortality are primarily related to preventable social, environmental, and behavioral factors, and (2)Much adult mortality can be attributed to modifiable factors that have their onset during the adolescent years. Over the past few decades, scientific principles for effectively promoting adolescent health have emerged from a variety of disciplines in the health and social sciences. This volume brings together these diverse literatures, providing an integrative, state-of-the-art review of the cross-cutting, critical issues in promoting adolescent health. With a focus in “what works”, the volume addresses a wide array of social, economic, cultural, and developmental influences on adolescent health, as well as a variety of specific health-related behaviors. The volume provides promising solutions to the crisis in adolescent health, with recommendations for action that will be valuable to social and health scientists, health care providers, educators, and those who plan and implement programs for adolescent health.
Adolescents have been recognized as critical targets for health promotion efforts for two reasons. (1) The primary causes of adolescent morbidity and mortality are primarily related to preventable social, environmental, and behavioral factors, and (2)Much adult mortality can be attributed to modifiable factors that have their onset during the adolescent years. Over the past few decades, scientific principles for effectively promoting adolescent health have emerged from a variety of disciplines in the health and social sciences. This volume brings together these diverse literatures, providing an integrative, state-of-the-art review of the cross-cutting, critical issues in promoting adolescent health. With a focus in “what works”, the volume addresses a wide array of social, economic, cultural, and developmental influences on adolescent health, as well as a variety of specific health-related behaviors. The volume provides promising solutions to the crisis in adolescent health, with recommendations for action that will be valuable to social and health scientists, health care providers, educators, and those who plan and implement programs for adolescent health.
Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.
The role of community in child and adolescent development is emerging as a significant area of theoretical inquiry, research, and application. This article describes the development and utilization of a comprehensive community change effort designed to increase the attention of all community members toward strengthening core developmental processes for children and adolescents. It describes the development of 2 theoretical constructs, that of developmental assets and of asset-building communities. It presents a conceptual overview of both constructs, a descriptive account of the developmental assets within a large aggregate sample of approximately 99,000 sixth to twelfth graders, and a summary of change strategies shaping asset-building movements in over 200 communities.
Students (N = 4,466) attending 56 schools in New York State were involved in a 3-year study testing the effectiveness of a cognitive-behavioral approach to substance abuse prevention. In a randomized block design, schools were assigned to receive (a) the prevention program with formal provider training and implementation feedback, (b) the prevention program with videotaped provider training and no feedback, or (c) no treatment. After pretest equivalence and comparability of conditions with respect to attrition were established, students who received at least 60% of the prevention program (N = 3,684) were included in analyses of program effectiveness. Significant prevention effects were found for cigarette smoking, marijuana use, and immoderate alcohol use. Prevention effects were also found for normative expectations and knowledge concerning substance use, interpersonal skills, and communication skills.
Current findings on parental influences provide more sophisticated and less deterministic explanations than did earlier theory and research on parenting. Contemporary research approaches include (a) behavior-genetic designs, augmented with direct measures of potential environmental influences; (b) studies distinguishing among children with different genetically influenced predispositions in terms of their responses to different environmental conditions; (c) experimental and quasi-experimental studies of change in children's behavior as a result of their exposure to parents' behavior, after controlling for children's initial characteristics; and (d) research on interactions between parenting and nonfamilial environmental influences and contexts, illustrating contemporary concern with influences beyond the parent-child dyad. These approaches indicate that parental influences on child development are neither as unambiguous as earlier researchers suggested nor as insubstantial as current critics claim.
"The Truly Disadvantagedshould spur critical thinking in many quarters about the causes and possible remedies for inner city poverty. As policy makers grapple with the problems of an enlarged underclass they—as well as community leaders and all concerned Americans of all races—would be advised to examine Mr. Wilson's incisive analysis."—Robert Greenstein,New York Times Book Review "'Must reading' for civil-rights leaders, leaders of advocacy organizations for the poor, and for elected officials in our major urban centers."—Bernard C. Watson,Journal of Negro Education "Required reading for anyone, presidential candidate or private citizen, who really wants to address the growing plight of the black urban underclass."—David J. Garrow,Washington Post Book World Selected by the editors of theNew York Times Book Reviewas one of the sixteen best books of 1987. Winner of the 1988 C. Wright Mills Award of the Society for the Study of Social Problems.
This study examined the links between children's perceptions of the manner in which they and their parents adjust their relationships during early adolescence and early adolescents' orientation toward parents and peers. A sample of 1,771 children completed self-report questionnaires during the spring of their 6th and 7th grades. As predicted, early adolescents who believed their parents asserted and did not relax their power and restrictiveness were higher in an extreme form of peer orientation. Also as predicted, those who perceived few opportunities to be involved in decision making, as well as no increase in these opportunities, were higher in both extreme peer orientation and peer advice seeking. Discussion focuses on the importance for parent-child relationships to adjust to early adolescents' changing developmental needs, as well as the implications of early adolescent peer orientation for later development.
We examined the potential benefits and risks associated with participation in five types of activities: prosocial (church and volunteer activities), team sports, school involvement, performing arts, and academic clubs. Our sample included 1,259 mostly European American adolescents (approximately equal numbers of males and females). First, we explore the link between involvement in these activities and our indicators of positive and negative development. Involvement in prosocial activities was linked to positive educational trajectories and low rates of involvement in risky behaviors. In contrast, participation in team sports was linked to positive educational trajectories and to high rates of involvement in one risky behavior, drinking alcohol. Then, we explore two possible mediators of these associations: peer associations and activity-based identity formation. The evidence supported our hypothesis that group differences in peer associations and activity-based identities help explain activity group differences.
Recently voiced concerns regarding declining standards of academic excellence suggest reason for alarm at burgeoning levels of employment among high school youth. This article documents the extent of high school employment and evaluates its relationship to study time, free time spent at school, class rank, knowledge of occupational tasks, and the probability of dropping out before completing high school. Results show that more extensive work involvement is associated with decreased study time and decreased free time at school for some race/sex groups, but no effects on class rank are discovered. Very extensive work involvement of white male sophomores and white female juniors is associated with an increase in their rate of dropping out, but less intensive work involvement of those in most race/sex groups in grade 11 actually appears to lead to increased rates of high school completion. That high school employment may foster high school achievement is explained by a congruence hypothesis, which holds that there is a correspondence between the personality traits promoted and rewarded by employers and those traits promoted and rewarded by teachers.
For six years, the Project on High Performance Learning Communities, in partnership with the Illinois Middle Grades Network, has been studying a network of 97 schools as they undergo restructuring based on the Carnegie Council's "Turning Points" visions. Preliminary findings show that high-quality, well-implemented reforms can contribute profoundly to at-risk students' achievement, mental health, and social development. (19 references) (MLH)
Determinants of the use of alcohol, alcohol without parental knowledge, cigarettes, marijuana, and crack were assessed in predominantly black, urban, fourth- and fifth-grade students. Each subject identified three best friends. Logistic and least-square regression analyses indicated that children's perceptions of friends' use, perceptions of family use, and actual use of classmates were better predictors of substance use than friends' actual use. The pattern of predictors suggested that peer behaviors and attitudes are more influential for children's socially censured behaviors such as using alcohol without parental permission than for more socially approved behaviors such as using alcohol with parental permission. The importance of perceived friends' use vs. friends' actual use supports Behavioral Intention Theory and Cognitive Developmental Theory, while the importance of classroom use supports Social Learning Theory or may reflect social and environmental conditions including neighborhood availability of drugs and neighborhood values regarding substance use.
Hierarchical linear modeling techniques were used to examine the relations between school-level variables and victimization, behavior, and perceptions of school safety using a nationally representative sample of 8th-graders from the National Education Longitudinal Study. The results indicated that victimization, getting into trouble for bad behavior, and perceptions of school as unsafe were more characteristic of schools with 6th- through 8th-grade or 7th- through 9th-grade configurations than in kindergarten through 8th-grade or kindergarten through 12th-grade schools. After controlling for school-level variables, ethnicity and socioeconomic status did not emerge as strong predictors. Females were less likely to report being victimized or getting into trouble for bad behavior than were males. The results also indicated that schools with kindergarten through 8th-grade and kindergarten through 12th-grade configurations reported dealing with repeated occurrences of bad behavior and with serious behavioral infractions more harshly than did other types of schools.
In this collection of chapters, leading scholars of adolescent risk behavior present the most recent ideas and findings about the variety of behaviors that can compromise adolescent development, including drug use, risky driving, early sexual activity, depression, and school disengagement. In particular, the volume emphasizes new perspectives on development and on person-centered analysis.
Why are the social problems of ghettos so bad? This article proposes that ghettos are communities that have experienced epidemics of social problems. One important implication of this theory is that the pattern of neighborhood effects on social problems should be nonlinear in large cities. As neighborhood quality decreases, there should be a sharp increase in the probability that an individual will develop a social problem. The jump should occur somewhere near the bottom of the distribution of neighborhood quality. This hypothesis is tested by analyzing the pattern of neighborhood effects on dropping out and teenage childbearing. The analysis strongly supports the hypothesis, with exceptions for certain subgroups. Even after controlling for individual characteristics, black and white adolescents are exposed to sharp increases in the risk of dropping out and having a child in the worst neighborhoods in large cities.
Youth development programs are gaining prominence as a way to help adolescents become competent, engaged, and responsible adults. However, the definition of youth development programs is elusive. Most simply, youth development programs are programs that provide opportunities and support to help youth gain the competencies and knowledge they need to meet the increasing challenges they will face as they mature. Typically, they are community based, rather than school based. In this article, we evaluate the usefulness of the youth development framework based on 15 program evaluations. The results of the evaluations are discussed and 3 general themes emerge. First, programs incorporating more elements of the youth development framework seem to show more positive outcomes. Second, the evaluations support the importance of a caring adult-adolescent relationship, although these relationships need not be limited to 1-on-1 mentoring. And 3rd, longer-term programs that engage youth throughout adolescence appear to be the most effective. The policy and programmatic implications of these findings are discussed.
The Monitoring the Future survey of high school seniors, the Longitudinal Study of American Youth, and the National Education Longitudinal Study of 1988 were used to provide information about adolescents' time use, their risky behaviors, and the outcomes of time-use patterns in the late 1980s and the early 1990s. Spending significant portions of their discretionary time in constructive activities may develop useful skills and lessen adolescents' chances of engaging in risky behavior. Data confirmed that relatively few U.S. adolescents were spending significant portions of their free time in constructive activities. Overall, they devoted little time to homework, and, although many reported participating in noncompulsory activities at school, most spent relatively little time in such activities. In addition, relatively few spent time in organized activities not connected to the school. Findings indicated that organized youth activities can help deter risky behavior in adolescence and young adulthood, but that the effectiveness of the activity depends on the extent to which it develops skills, creates challenges, and provides fulfilling experiences for teen participants. Appendixes discuss data sources and analysis, and ecological systems theory and social control theory. (Contains 28 figures, 18 tables, and 39 references.) (SLD)
In this book, Scales and Leffert review more than 800 scientific articles and reports that relate to Search Institute's conceptual framework of developmental assets—positive relationships, opportunities, skills, values, and self-perceptions that all young people need to be healthy, caring, and productive. Each chapter shows (1) how the scientific literature defines the category of assets; (2) research findings on the impact assets on young people's behaviors, including variations in findings among different populations of youth; (3) in-depth information on how each asset works; (4) data on young people's experiences from Search Institute surveys of almost 100,000 6th–12th grade youth; (5) areas in the scientific literature that may not be adequately reflected in the current framework of developmental assets; and (6) what the literature says about how the assets can be built in young people's lives. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
what accounts for the emergence of peer groups and peer cultures in adolescence / how do teenagers come to understand and find their place in this peer system / how stable is the system / does the structure of peer groups or the pattern of interrelationships among peer cultures remain consistent throughout adolescence / do young people commonly shift their allegiances among peer crowds / how do peer groups affect individual behavior and psychological well-being / finally, can or should adults attempt to structure adolescent peer cultures or manipulate a teenager's place within the peer system / these questions form the agenda for this chapter
debunking the myth of the youth culture / redirecting research in the multiplicity of peer cultures
the emerging character of adolescent peer groups / finding one's peer group niche / transformations in peer groups and peer group relations / the place of adults in adolescent peer groups (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this chapter, we undertake to bring together and to integrate significant changes in the ecological model of human development that have been introduced since the most recent integrative effort, which was published in the preceding edition of this Handbook, now well over a decade ago (Bronfenbrenner & Crouter, 1983). Two considerations dictate the need for a new integration. First, the main focus of that chapter was on the empirical and theoretical roots of a model already in use that centered on the role of the environment in shaping development. By contrast, the present chapter is oriented toward the future, and data from the future are not yet available. Second, and we hope of greater consequence, the present model introduces major theoretical innovations both in form and content. The purpose of the present chapter, however, is better served by presenting the model in its current, albeit still-evolving form, now called the bioecological model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Compared 6th graders in adult care during out-of-school hours with 6th graders in self-care situations on 2 occasions (winter and summer). Hierarchical multiple regression analyses examined how well out-of-school care situations predicted 3 dimensions each of peer experience and self-image, concurrently and longitudinally. Additional analyses assessed the role of parent–adolescent relations in moderating the relation between self-care and adolescent behavior. Results revealed no differences between adolescents in adult care and those in self-care at home. Self-care girls who were more distant from adult supervision (e.g., they spent unsupervised time hanging out), however, reported more problem behavior and contact with more deviant peers in relation to other girls and to boys. Parental acceptance and firm control, however, appeared to buffer girls from engaging in problem behavior when in self-care away from home. Orthogonal contrasts between groups showed that girls and boys in self-care away from home were more involved with peers than those in self-care at home or in adult care. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The measure of a society's health is how well it takes care of the youngest generation. By this standard, we fail. But
All Kids Are Our Kids offers an approach to unleash the extraordinary power of community when people unite around a widely shared vision of healthy child and adolescent development.
All Kids Are Our Kids introduces forty Developmental Assets--building blocks of healthy development that are essential for all youth, regardless of their background. The challenge for all segments of the community--families, neighbors, schools, congregations, employers, youth organizations, and more--is to share in the responsibility for taking action to ensure that all kids have what they need to grow up healthy, successful, and caring. This new edition includes new evidence, cites successful cases, and makes recommendations for energizing individuals, families, and community action. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated whether the previously observed negative associations between early work experience and schooling would be mitigated in a cohort for whom such work experience was more typical. Ss were 1,346 males and 1,379 females (aged 17–18 yrs) from the National Longitudinal Survey of Youth. There were 1,578 Whites, 410 Hispanics, and 737 Blacks. Early employment (EE) was associated with higher subsequent enrollment for White youths, with the exception of White males working full time or nearly full time. Among White males and among Blacks, however, working longer hours in 1979 was associated with lower subsequent enrollment. EE appeared to be compatible with continued enrollment for White women and for White men working low to moderate amounts. However, among non-Whites and White men working close to full time, EE appeared to represent a competing alternative to schooling. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Full Service Schools" describes the movement to create an array of integrated support services in schools that respond to the declining welfare of many American families and the rising "new morbidities" of sex, drugs, violence, and stress among youth.
Increasingly, health, mental health, and social service agencies are locating their programs in schools, where they offer health screening, psychological counseling, drug prevention, parent education, and other important services. . . . [The author] describes these programs and the services they provide, and she explains how they are organized, staffed, and funded. She builds a compelling case for broad public commitment to improving the social environments in disadvantaged communities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In increasing numbers, school-age adolescents have entered the workplace, holding part-time jobs after school that consume substantial portions of their afternoons, school nights, and weekends. The large teenage, part-time labor force that staffs the counters of fast-food establishments, waits on customers in retail stores, assembles parts in industrial settings, and cleans motel rooms and office buildings has become such a familiar part of our social landscape that we may fail to note its unique character or to ponder its larger social significance.
Over the past five years, however, a number of researchers have taken an interest in what adolescents do at work and what working does to them. Their studies focus on youngsters' employment during the school year in the kinds of ordinary, private-sector jobs that account for most adolescent work. We describe the findings of these studies in several of the ensuing chapters, in a way that we hope preserves their scientific integrity while maintaining the reader's interest.
The crux of our argument is that undue emphasis has been placed on the value of work experience to adolescents—and unfounded hope pinned on its singular development benefits. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
scrutinize [the] image of the peer group in light of studies of adolescent peer relations and health behavior / [provides] an overview of . . . transformations [in peer relations that routinely occur in this stage in life], consider each in more detail in terms of its linkage to adolescent health and implications for health-related behavior / 3 major themes will be emphasized / 1st, causal connections between transformations in peer relations and health-related behavior go in both directions / [2nd,] connections between peer transformations and health-related behaviors change with age / [3rd,] associations between peer relations and adolescent health may be indirect or interactive as well as direct / comments on implications of the associations we have discussed for prevention/intervention programs (PsycINFO Database Record (c) 2012 APA, all rights reserved)