Positive Youth Development: Is There a Nomological Network of Concepts Used in the Adolescent Developmental Literature?

King, Pamela Ebstyne; Schultz, William; Mueller, Ross A.; Dowling, Elizabeth M.; Dickerson, Everett; Lerner, Richard M.

doi:10.1207/s1532480xads0904_4

Cited by 27 publications

(16 citation statements)

References 33 publications

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“…These five C's were linked to the positive outcomes of youth development programs reported by Roth and Brooks-Gunn (2003a). In addition, these "C's" are prominent terms used by practitioners, adolescents involved in youth development programs, and the parents of these adolescents in describing the characteristics of a "thriving youth" (King et al, 2005 Hypothesis 2A. Contribution is the "sixth C"…”

Section: Hypothesis 2 Pyd Is Composed Of Five C'smentioning

confidence: 99%

Approaches to Positive Youth Development: A View of the Issues

Silbereisen¹,

Lerner²

2007

Approaches to Positive Youth Development

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The "positive youth development" (PYD) perspective is an orientation to young people that has arisen because of interest among developmental scientists in using developmental systems, or dynamic, models of human behaviour and development for understanding (1) the plasticity of human development and (2) the importance of relations between individuals and their real-world ecological settings as bases of variation in the course of human development (Lerner, 2005). The PYD perspective has arisen as well through the development and, in some cases, the evaluation of interventions designed and delivered within community-based, youth serving programs that have worked to counter what have been seen as steady states across the past five to six decades of substantial incidences of risk behaviours among adolescents. This book discusses several of the key models of PYD framing the literature of developmental science. In addition, we illustrate the use of the PYD perspective in understanding adolescent development in relation to the multiple contexts of youth development and in promoting PYD through community-based interventions or social policy. In turn, this chapter rationalizes and explains the foci of this book by discussing the origins and the features of the PYD perspective.

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Section: Hypothesis 2 Pyd Is Composed Of Five C'smentioning

confidence: 99%

Approaches to Positive Youth Development: A View of the Issues

Silbereisen¹,

Lerner²

2007

Approaches to Positive Youth Development

Self Cite

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“…The student characteristic most completely supported through the literature is the theme of the students' need for relationship. Social connections and relatedness have been presented as critical for optimal youth development (Ebstyne King et al, 2005;Hamm & Faircloth, 2005). The students' need for relationship was also supported by the data obtained from the interview transcripts.…”

Section: Discussionmentioning

confidence: 77%

“…Health offices that were accessible and that provided opportunity to meet the students' need for attention fostered student perception of interactions as valuable and personal (Bricher, 1999;Kirkpatrick, 2001;Johansson & Ehnfors, 2006). Those in the high school age group need direction and students are frequently encountering situations that require new behavioral competencies (Ebstyne King et al, 2005). The nurse can effectively provide students with alternate coping strategies during a challenging phase in their social development.…”

Section: Discussionmentioning

confidence: 99%

Facilitating Trust Engenderment in Secondary School Nurse Interactions With Students

Summach¹

2010

The Journal of School Nursing

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School nurses are involved in a complex framework of interactions with students, other professionals, parents, and administrators. Trust between nurse and student is critical for interaction effectiveness. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse-high school student interactions. The qualitative approach explored school nurse perceptions of experiences interacting with students, yielding insights into nurse- and setting-based factors contributing to the development of trust. Subthemes within these included key behaviors and attributes enhancing trust engenderment in school nurse-student interactions. Study findings were well supported by the existing nursing and psychological research literature. Nurses that purposefully strive to develop trust in young people will maximize adolescent health results.

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“…The conceptual ambiguity regarding PYD hindered the teachers' implementation of PYD in PE class settings. In addition, this perception is quite different from the Western notion of PYD, which encompasses competence, health, coping, resilience and well-being (King et al, 2005), emphasizing specific components rather than holistic education. This implies a need to clarify the concept of PYD in Korean cultural contexts because the PYD movement has "conceptual and empirical origins" (Holt, 2008) in a US context.…”

Section: Discussionmentioning

confidence: 78%

Untitled

2018

JPES

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The landscape of physical education (PE) in South Korea has been drastically changed with the introduction of the positive youth development (PYD) concept in response to the increasing rate of school violence and health-risks threatening young people's successful development. The purpose of this study was to examine how PYD is conceptualized and practiced by Korean PE teachers and to explore factors influencing PYD-oriented PE classes. Data were collected from online questionnaires (n = 253) and in-depth interviews (n = 20) with secondary school PE teachers. The quantitative data were analyzed using SPSS 21.0. Qualitative data were analyzed by adopting constructivist grounded theory (Charmaz, 2014). The findings revealed that Korean PE teachers' perception of PYD was characterized by conceptual ambiguity with a broad and vague notion of character development without specified pedagogies. In addition, the implementation of PYD was limited to a deficit-reduction approach using traditional behavior management techniques rather than embracing the ideal of competency building through a strength-based approach. Regarding barriers to PYD-oriented PE lessons, the teachers reported students' and colleagues' resistance to integrating PYD ideas into PE classes, the competitive nature of sport, and the challenges of assessing PYD-related outcomes within a Korean school culture dominated by high-stakes testing. These findings indicate the urgent need to clarify PYD concepts suitable for the Korean context, develop appropriate pedagogies for PYD-oriented PE lessons, and provide support for teachers to develop assessment literacy for the design and implementation of PYD lessons.

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Positive Youth Development: Is There a Nomological Network of Concepts Used in the Adolescent Developmental Literature?

Cited by 27 publications

References 33 publications

Approaches to Positive Youth Development: A View of the Issues

Approaches to Positive Youth Development: A View of the Issues

Facilitating Trust Engenderment in Secondary School Nurse Interactions With Students

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