Prevention science and positive youth development: competitive or cooperative frameworks?

Catalano, Richard F.; Hawkins, J. David; Berglund, Mats; Pollard, John A.; Arthur, Michael W.

doi:10.1016/s1054-139x(02)00496-2

Cited by 341 publications

(277 citation statements)

References 45 publications

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“…This is consistent with broader efforts to promote positive development that attempt to not only reduce risk factors but also increase promotive factors (Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002). Also of importance is that the participants described how they themselves as well as their peers both engaged in delinquent behavior as well as in prosocial behavior.…”

Section: Implications and Future Directionssupporting

confidence: 74%

Adolescent Female Offenders’ Subjective Experiences of How Peers Influence Norm-Breaking Behavior

Azad

Hau

Karlsson

2017

Child Adolesc Soc Work J

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Delinquent peers have a strong influence on adolescent delinquent behavior. However, few studies have investigated adolescents', and in particular young females', own perspectives of the role of peers on their delinquent behavior. The purpose of the present study was to explore how young female offenders described their delinquent behavior and more specifically the role they assign to peer relations in committing or avoiding delinquent acts. Nine female adolescents, sentenced to youth service, were interviewed, and the data was analyzed using the Consensual Qualitative Research (CQR) method. The results showed that committing crimes and taking drugs with peers were portrayed as a way for the female delinquents to socialize. Delinquent and pro-social activities with peers appear to serve similar developmental functions in the sense that it is described to fulfill the same developmental needs. The young offenders also described collectively created pressures and norms in the peer group as the main contributing factor to their norm-breaking behavior, where they described being both recipients and producers of influence in the group. Another important finding was that the female offenders showed an awareness of the importance of pro-social peers and the need to eliminate delinquent friends from their peer network in order to help them refrain from deviant behavior. Implications for prevention and intervention are discussed.

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Section: Implications and Future Directionssupporting

confidence: 74%

Adolescent Female Offenders’ Subjective Experiences of How Peers Influence Norm-Breaking Behavior

Azad

Hau

Karlsson

2017

Child Adolesc Soc Work J

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“…Specifically, students who had high levels of conflict with their teachers or few connections to their classmates were more likely to be behaviorally engaged when they were in classrooms with higher (versus lower) quality interactions. This finding is aligned with the risk and protective model of classroom social processes (Catalano et al, 2002;Meehan et al, 2003), suggesting that supportive classroom interactions serve as protective mechanisms for students without supportive relationships. The findings also indicate that the behavioral engagement of students in classrooms with highquality interactions looks similar even when students' individual relationships with teachers or peers vary.…”

Section: Developmental Differences In the Role Of Relationships In Besupporting

confidence: 71%

“…We know little about whether poor relationships with teachers or few social connections with peers negatively predict engagement equally in classrooms with and without high-quality interactions. Applying a risk and protection framework (e.g., Catalano, Hawkins, Berglund, Pollard & Arthur, 2002;Meehan, Hughes & Cavell, 2003), overall classroom quality might be particularly beneficial for students without positive individual relationships. Specifically, well-organized and supportive classrooms may allow students without positive individual relationships to gain access to emotional and instructional resources and supports via overall classroom interactions.…”

Section: Supportive Social Processes: Role Of Classroom Qualitymentioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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“…It seeks to promote social and emotional development by supporting young people to gain skills, knowledge and competencies (Roth et al, 1998;Catalano et al, 2002;Benson et al, 2004;Benson, 2007). PYD stands in contrast to deficit models of treatment or prevention in that it focuses not merely on preventing problem behaviours but also on developing young peoples' positive assets.…”

Section: Introductionmentioning

confidence: 99%

Young women’s lived experience of participating in a positive youth development programme

et al. 2016

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Purpose -Evaluation of the Teens & Toddlers (T&T) positive youth development (PYD) and teenage pregnancy prevention programme suggested that the intervention had minimal effectiveness partly due to its unclear theory of change. This study examines the lived experiences of young women participating in the programme to contribute to a clearer understanding of intervention process and potential mechanisms.Design/methodology/approach -We conducted four focus groups (n=20), eight paired or triad interviews (n=12) and 15 interviews with young women participating in an RCT of the T&T programme in England, analysing these data using a phenomenological approach.Findings -T&T provided some opportunities to experience the 'five Cs' that underpin PYD programme theory: competence, confidence, connection, character and caring. However, the young women did not experience the programme in a way that would consistently develop these characteristics. The lack of opportunities for skill-building and challenge in the activities constrained their ability to build competence and confidence. Some programme facilitators and counselors were able to achieve connections and caring relationships with the young women, though other adults involved in the programme were sometimes perceived by the participants as overly critical. The character development activities undertaken in the programme addressed attitudes towards sexual risktaking.Originality/value -Few studies of the PYD approach examine young people's perspectives. This research suggests that the young women were not consistently provided with opportunities to achieve youth development within the T&T programme. In refining the programme, more thought is needed regarding how delivery of particular components may facilitate or impede a PYD experience.

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Prevention science and positive youth development: competitive or cooperative frameworks?

Cited by 341 publications

References 45 publications

Adolescent Female Offenders’ Subjective Experiences of How Peers Influence Norm-Breaking Behavior

Adolescent Female Offenders’ Subjective Experiences of How Peers Influence Norm-Breaking Behavior

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Young women’s lived experience of participating in a positive youth development programme

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