Metatheories, Theories, and Concepts in the Study of Development

Overton, Willis F.; Müller, Ulrich

doi:10.1002/9781118133880.hop206002

Cited by 39 publications

(53 citation statements)

References 105 publications

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“…Indeed, predicated on relational developmental systems theory (Overton 2010(Overton , 2011Overton and Müller 2012), the links among plasticity, adaptive developmental regulations, and thriving suggest that all young people have strengths that may be capitalized on to promote thriving across the adolescent years. Through the lens of relational developmental systems theory, it is possible to assert that youth represent ''resources to be developed'' (Roth and Brooks-Gunn 2003a, b).…”

Section: Introductionmentioning

confidence: 99%

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Geldhof

Bowers

Lerner

2012

J Youth Adolescence

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The positive youth development perspective, a strength-based relational developmental systems model that focuses on mutually influential relationships between individuals and contexts, has been used to study thriving across the second decade of life. However, more attention has been paid empirically to identifying the features of the individual (e.g., intentional self regulation, hope, or purpose) or to enumerating the role of context-general ecological assets than to the nature of individual-context relationships linked to thriving within specific contexts. The goal of this special section is to provide initial research reports about contextspecific instances of the thriving process. The research focuses on two contexts where many youth spend a considerable amount, and often the majority, of their timeschool and out-of-school time sports activities.

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Section: Introductionmentioning

confidence: 99%

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Geldhof

Bowers

Lerner

2012

J Youth Adolescence

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“…We examine the ways in which individuals and contexts come together through relationships that are affected by both positive and negative developmental factors (e.g., stress, attunement, and support). Developmental Systems Theories (DST; e.g., Ford & Lerner, 1992;Overton, 2015) provide a framework to integrate the underlying processes of neural malleability and plasticity with the dynamic relational interconnectedness of children and the adults with whom they interact in their social, cultural, and physical contexts (Bronfenbrenner, 2005;Overton & Müller, 2012). Viewed this way, children grow as individuals, in culture and context, producing unique individual (idiographic) developmental pathways across the lifespan (Overton, 2010).…”

mentioning

confidence: 99%

Drivers of human development: How relationships and context shape learning and development¹

Osher

Cantor

Berg

et al. 2018

Applied Developmental Science

342

279

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“…The relational developmental systems metatheory, used to frame several theories of human development (see Lerner 2002and Overton and Molenaar 2015, for examples), has been articulated most compellingly by Overton (e.g., 2013Overton (e.g., , 2015Overton and Mueller 2013). The relational developmental systems metatheory is derived from a process-relational paradigm (Overton 2015).…”

Section: The Relational Developmental Systems Metatheorymentioning

confidence: 99%

Commentary: Theoretical and Methodological Dimensions of Convergence and Divergence of Adolescent and Parent Reports about Youth Development and Family Structure and Function—A Relational Developmental Systems Perspective

Lerner

Konowitz

2016

J Youth Adolescence

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Using ideas associated with relational developmental systems metatheory, we discuss the links among the operation triad model of adolescent report-parent report convergence, divergence, or compensation and the research reported in this special issue. These contributions highlight the important implications for adolescent adjustment of youth and parent reports about adolescent development and family structure and function. Relational developmental systems metatheory raises both theoretical and methodological issues for research framed by the operation triad model. These issues emphasize the specificity (non-ergodicity) of mutually influential relationships between a youth and his/her parent, that is, the specificity of the adolescent-parent relationship. Relational developmental systems -based ideas may enable the operation triad model to be a means through which the study of adolescent self-reports and parent reports will have a more central place in the construction of key features of the dynamics of adolescent-parent relationships.

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Metatheories, Theories, and Concepts in the Study of Development

Cited by 39 publications

References 105 publications

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Drivers of human development: How relationships and context shape learning and development¹

Commentary: Theoretical and Methodological Dimensions of Convergence and Divergence of Adolescent and Parent Reports about Youth Development and Family Structure and Function—A Relational Developmental Systems Perspective

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Metatheories, Theories, and Concepts in the Study of Development

Cited by 39 publications

References 105 publications

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

Drivers of human development: How relationships and context shape learning and development1

Commentary: Theoretical and Methodological Dimensions of Convergence and Divergence of Adolescent and Parent Reports about Youth Development and Family Structure and Function—A Relational Developmental Systems Perspective

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Drivers of human development: How relationships and context shape learning and development¹