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Youth Development - Science topic

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Half a century ago R.J.Havighurst published a book on developmental tasks. Are they still valid? What do we have to learn as humans during certain stages of development? Do the stages differ in lasting now? Which are shorter, which are longer? What we do not have to learn any more? Is there something new we should learn?
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I have worked in children´s narrative, discourse development, metacognition development and, shortly, in executive functions in children from different ages.
Given that, my answers are these:
(Developmental tasks) Are they still valid?
Yes. But more in specific domains and task, where you can limit the scope and expected change, evolution or development in some psychological processes.
What do we have to learn as humans during certain stages of development?
I believe that we must learn is more concentrated in early childhood, along some so-called “normative” influences and processes, like language, social interaction, world perception, and ways to organize our action in the world. In other more culturally dependent knowledge fields, levels of expertise and performance vary enormously among different people.
Do the stages differ in lasting now?
I am not sure that we can talk about “stages” in a strong sense (like in Jean Piaget's work, for example), but certainly we can talk about periods or phases, because many performances have gains compared with the previous ones, but in the same specific domains.
Which are shorter, which are longer?
It depends on what is found through research in different fields, domains, and processes, like in the previous answer.
What do we not have to learn anymore?
Maybe we have some nonsensible periods and aspects that tend to permanence instead of change (like, for example, some of them related to personality), but learning continues all life along, mostly in “non-normative” processes and influences.
Is there something new we should learn?
I don’t understand the question. We must study learning also, because it has some aspects like purpose-driven and instruction activities, which are important processes as well.
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Its like I am from Zoology. If I want to work on women empowerment or youth development or something like this, will it be harder for me to do?
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Absolutely "Yes!" Don't limit yourselves to only one discipline otherwise you are limiting your own capability as professional writer. Learning is a lifetime endeavor!
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I'm making a trial article about basketball on early ages, and wanna know if there are some articles that studied or make an experimental investigation abiut that. Thanks0
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Please have a look at the following RG link.
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In one hand, the issue of youth development is a widely accepted and mentioned in most countries development programs in developing countries in general and Africa in particular. on the other hand, European countries doing every effort to protect their border and discourage immigrants. Despite all these the migration trend is increasing from time to time. So, would be appropriate to revisit the policy in this area?
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Hello. I think the main problem of youth policy in Africa is that many models are built according to the models of developed countries. After all, the youth policy of the developed countries of Europe was built for centuries and therefore it is not typical for young people in Africa. Social levels are completely different. After all, a well-fed person will never understand a hungry person. Since in Africa there are no many other social institutions that are catalysts for the development of youth policy. I am sure many immigrants from Africa also do not have an education, a vision of their future in their homeland, but they risk their lives for the European dream.
My suggestions to you in the stories are a practical example of Soviet education and the ideological machine for working in youth policy.
Where were the iron curtains able to lift the country out of civil war, win the Second World War and create many scientific discoveries, without European help.
Also from my experience I want to say the youth policy should be occupied by the state itself, and not by organizations and especially foreign ones. We need to create a whole infrastructure, model: kindergartens, schools, universities, the army and adult life. Also, my assumption is a big problem why in Africa there is no development of youth policy, this is a wealth of natural resources.
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The main factor in realising youth development in sports.
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my answer was not specifically hitting at the individual - these positive consequences of sport may be experienced in individual as well as team sports. My take for youth is that you go with their talent, but that a team aspect is very important for youth to develop more life skills for the future. Even individual sports codes e.g. running do have teams - though this might not be as prominent as the classic team codes e.g. basketball. Good luck for your efforts! Unlike in Europe, where sports and music are often decided by parents for their children - as @ Gary, in AFrika Sports is much neglected within many school settings and parents are often quite skeptical about the usefulness of it. However, our situation shows, that sport is an important arena to test and work with your youth inherent energy and develop the discipline and responsibility necessary for adult life. It also can get you to places where you'd never go otherwise - thus some educational exposure also there - and be a career. We have much talent in Africa in this area. In countries where youth criminality is high sports ( as well as other arts) really can be an important contributor to a more balanced personal as well as societal equilibrium.
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I am a master students who is currently looking for a topic to research on in the field of SRHR of youth particularly women in developing countries, i need help in finding research gaps that i can do for my research paper.
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You can consider; The influence of parent-adolescent communication on adolescents' reproductive health
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Is the ACES a suitable tool to measure "emotional competence" in 10 years-old children ?
If yes, why ? If not, what would be the best available tool ?
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The ACES, according to the attached paper, is for children 4 - 8 years.
There are a couple of papers that might be helpful from the Federal Interagency Forum on Child and Family Statistics - although researching with large scale data collection in mind the published papers and supporting documents from the project "Measuring and Reporting Social-Emotional Development in Early Childhood" could prove helpful.
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I am focussing on support system,academic performance , behaviour ,stigma ,social skills , economic difficulty ,childhood anxiety and depression ,self-esteem ,peer group rejection ,teachers perception ,current issues ,future risks ,protective factores . ,
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If I can add something- now we have a lot of  methods to measure many of your variables.  But which will be siuted to your research is depend on idea of research (perspective, theory, plan). 
If have contact to the same group - the society to help children from prosoners family - check The open Journal of  Criminology Napadło 
Family Across Prison Walls: a Different Perspective on Incarceration
The Open Criminology Journal, 2015, 8: 24-27
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regardless of the disciplinary field in which the charter was drafted
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http://childethics.com/  Ethical Research Involving children
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whatever the research field concerned
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THanks a lot Dominique :-)
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I’m researching treatment options for children in foster care who are struggling with drug addiction. I read about Multidimensional Treatment Foster Care (MTFC), Family therapy, multisystem therapy and functional family therapy. I was wondering if anyone knows of Interventions, advice or recommendations for most effective treatments. I’m really looking to find out what you’d consider to be the most efficient method.
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Hi Sonya,
You mentioned "Multidimensional Treatment Foster Care (MTFC), Family therapy, multisystemic therapy and functional family therapy." They all are systemic therapies and would be quite effective with children in foster care who experience problems of drug addiction. For they take a holistic approach and would involve not only the identified patient (IP) with drug addiction problems, but his/her social and environmental contexts (e.g., foster family, friends, school, social circle, community, etc.) as well.
Many interventions can be used from these therapies. I know functional family therapy (FFT) quite well. I have found the three phrases of treatment in FFT to be helpful. Specific interventions such as positive reframing, reducing blame, building working alliance between the client and the therapist and among family members, reducing risk factors and increasing protective factors, and skills building (e.g, communication, problem-solving, parenting skills, etc.), when working in concert, can be effective.
Best,
Stephen
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Am working on youth participation in programs of Evangelisation. 
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Despite the motivations and influences, significant obstacles exist that, prevent participation of youths in community development are a lack of communication and awareness of opportunities, weak cooperation among organizations competing for youth participants, youth fears of speaking out, lack of diversity, systematic mistreatment of youth simply because of their age.
Other factors such as lack of transportation, lack of time, and not being sure of the benefits of their contributions can limit the active participation of youths. Other barriers are: lack of interesting programs, and cost.  
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Have any measurements been developed regarding health literacy in the context of youth or young people?
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You are welcome.
Diana.
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For example physical exercises or others.
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it is clear and interesting !
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From observation and investigation of small samples of delinquent students it could be argued that delinquent children who have not received positive interventions to correct negative behaviours mature into criminal adults.
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Jacqueline,
The 10 yeas I worked in the juvenile justice detention center as a teacher in the school located there I have seen my share of kids who had no shot at making it "on the outside". I have also seen the vast majority of youth ofenders who are in and out never to return. Finally I have seen to many young people commit crimes to stay safe from there family members, Haing no where to go after being burned over 20 times up and down his arm by his mother Timmy 14 years of age not 100lbs dripping wet shot his mother in the leg so he could return.
The point I am making is the assumption of once a delinquent always a criminal is just that an assumption. In the U.S. Office of Justice Programs, March 11 2014 National Insititute for Justice Report From Juvenile Delinquency to Young Adult Offending reports that  "studies agree, 40 to 60% of Juvenile delinquents stop offending by early alduthood".. The Pittsburgh Youth Study "found that 52to 57% of juvienile delinquents continued offending till the age of 25".(  http://nij.gov/topics/crime/Pages/delinquency-to-adult-offending.asp).Also Council of Crime and Justice March 2006 @http://www.crimeandjustice.org/researchReports/Youth%20Offenders%20Who%20Stop%20Offending%20as%20Adults.pdf. A State report out of Oregon reported that 49.4% of incarcerated juveniles hod no adult record and was in line with Washington and South Carolina. http://www.oregon.gov/das/oea/docs/oya/oya-to-corrections.pdf. The National Center for Children in Poverity reports racial disparities as to who returns as an adult offender and who does not see http://www.nccp.org/publications/pub_1038.html
Many social factors  go into recidivism  rates such as (SES) level, two parent homes, drug use by parents, criminal records of the parents ect, There is also what the youth offender was arrested for. Almost 48% of U.S. Juveniles arrested and placd in juvenile hall were for property crimes. In 2008 the recidivism rate in Missouri was only 8% . 
I am sorry Jacqueline the data is just not there at least in the U.S. A much better argument however is the School to prison pipeline see  http://www.naacpldf.org/case/school-prison-pipeline.
Therefore I must respectfully answer you question in the negitive.
Hope all is well,
Douglas
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I am looking for information mainly focusing on outdoor learning as a tool within the youth work process
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Hi Daniel,
I recently co-authored a review of adventure programming for youth, highlighting alignments with positive youth development processes and outcomes.
The reference is: Deane, K. L. Harre, N. (2013). The youth adventure programming model. Journal of Research on Adolescence, 24(2), 293-308. doi: 10.1111/jora.12069
Hope it helps!
 
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I am working with a colleague from music therapy. We are working on a piece of research that looks at the effects of music upon the later development of resilience. I wondered if anyone has any knowledge in this area they would be willing to share?
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Would any of the music therapy literature regarding coping and rehabilitation be helpful? I'm thinking of hospitalized children or children who have chronic health issues (no articles come to mind immediately). The articles referenced by Nelson are definitely of very high caliber.