Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development

Eichas, Kyle; Montgomery, Marilyn J.; Meca, Alan; Kurtines, William M.

doi:10.1111/cdev.12866

Cited by 43 publications

(28 citation statements)

References 30 publications

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“…A different PYD intervention—the Changing Lives Program—was examined among a sample of Latino and African American adolescents. Results validate the success of positive interventions for reducing problems (Eichas, Montgomery, Meca, & Kurtines, ).…”

supporting

confidence: 58%

Commentary: Positive Youth Development Goes Mainstream

Moore

2017

Child Development

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Evidence has accumulated that confirms the success of a positive youth development (PYD) approach. Importantly, a positive development approach is just that-an approach. It is not a particular program or curriculum but a set of practices designed to achieve one or more positive outcomes. As such, PYD practices can be added onto other programs to make positive outcomes more likely. For example, a tutoring program can work hard to hire and train staff to work with students in a trusting, respectful relationship. Camp counselors can be encouraged to build rapport and positive bonds among the campers.

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supporting

confidence: 58%

Commentary: Positive Youth Development Goes Mainstream

Moore

2017

Child Development

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“…Taken globally, these finding are consistent with the success markers associated with positive youth development. For example, research in this area has referenced the impact of meaningful opportunity interventions and the empowerment of youth to be accountable for their own development (Eichas et al, 2017). Eichas et al found positive youth development interventions to have cascades and "spill over" effects on several different but related inter and intrapersonal qualities in youth.…”

Section: Discussionmentioning

confidence: 99%

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

Williams

MacNamara

2020

Front. Sports Act. Living

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The experiences of youth athletes on specialized talent development pathways has received considerable attention in both the media and literature. Despite the low conversion of pathway entrants into senior athletes, the experiences of deselected athletes have received less attention. The purpose of this study therefore was to explore the talent pathway experiences of youth athletes who were deselected from a pathway and to consider how those experiences influenced their life post deselection. Ten participants were purposefully sampled based on their prior involvement in a formalized and selective talent programme. Individual semi-structured interviews were conducted, and data was analyzed via a thematic analysis. Participants identified constructs of the talent development environment, psychobehavioral skills for future development and personal responsibility for future development as facilitators for future success beyond the talent pathway. Specifically, environmental constructs, such as high performance support systems and expectations of professionalism positively contributed toward the acquisition of transferable psychobehavioral skills, such as a determination to be successful, a confidence to back oneself and social maturity. Youth athletes reported feeling empowered to take personal responsibility for development, through attributes such as a commitment to be the best they can be and an intrinsic motivation to succeed. These findings suggest positive experiences, built around the development of transferable skills and behaviors, can accrue from being on the talent pathway. As such, the talent pathway can be a successful foundation for both success in that sport and as a facilitator of success beyond sport.

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“…The importance of social identities is very visible in this special section and explicitly addressed in the study by Eichas, Montgomery, Meca, and Kurtines () where marginalized adolescents' self‐transformation—focused on a model of youth agency, aspiration, and advancement—is studied in an alternative school context. However, several studies in the special section consider identity as it is embedded in diverse contexts globally, from immigrant youth in Greece (Motti‐Stefani, ) to migrant youth in KwaZulu‐Natal (Schwartz, Theron, & Scales, ) and among youth and families in Turkey (Laible, Kumru, Gustavo, Streit, Yagmurlu, & Sayil, 2017).…”

Section: Overview Of the Special Sectionmentioning

confidence: 98%

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts

Leman

Smith²,

Petersen

2017

Child Development

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Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial-ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers.

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Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development

Cited by 43 publications

References 30 publications

Commentary: Positive Youth Development Goes Mainstream

Commentary: Positive Youth Development Goes Mainstream

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts

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