Youth Development - Science topic

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:

Yes. But more in specific domains and task, where you can limit the scope and expected change, evolution or development in some psychological processes.

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.

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.

It depends on what is found through research in different fields, domains, and processes, like in the previous answer.

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.

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.

Yes it`s possible

Please have a look at the following RG link.

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.

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.

You can consider; The influence of parent-adolescent communication on adolescents' reproductive health

Maybe these two examples can be helpful

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.

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

http://childethics.com/  Ethical Research Involving children

THanks a lot Dominique :-)

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

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.  

You are welcome.

Diana.

it is clear and interesting !

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

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

See here: http://onlinelibrary.wiley.com/doi/10.1111/jora.12069/abstract

Hope it helps!

 

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.