Promoting Positive Youth Development in Schools

Gomez, Brendan J.; Ang, Patricia M.

doi:10.1080/00405840701232752

Cited by 35 publications

(14 citation statements)

References 25 publications

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“…Indeed, out-of-school-time programs can have a positive impact on the personal, academic, and social lives of youth participants. 9 Integrated out-of-school-time principles and activities should be embedded in the context of school reform efforts so that the potential impact of both can be realized. Successful integration is evidenced in the choices made outside of school and other formal programming as the child has integrated them into daily life.…”

Section: Integrationmentioning

confidence: 99%

Back to the future: The potential relationship between leisure and education

Fleming

Allen

Barcelona

2011

New Directions for Youth Development

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There is a long, documented history of the relationships among leisure, recreation, and education dating back to Greek philosophy.Originally there was little differentiation among the terms as they were presented as a unified process for youth and human development. Over time, each of these fields has developed, and their definitions have been shaped and reshaped. Using some of the original conceptions from Aristotle and Plato, coupled with foundational premises suggested by Dewey, this article frames current youth development efforts in a historical context. The authors suggest that perhaps what the separate professions might define as high-quality leisure, recreation, and educational experiences still maintain links among each. They further suggest that planned experiences with increasing levels of coordination can strengthen these links and develop an "education-for-leisure" perspective among participating youth and the choices they make. Self-determination theory (SDT) refers to the autonomy in choosing a particular behavior or action. Youth development opportunities that make connections between the content of a regular school day and choice of activity during out-of-school time can inculcate self-determined leisure choices that are productive. Planned and intentional educational experiences expand the possibilities for productive recreational choices. This article therefore proposes a framework for increasing levels of coordination among educational and recreational entities so that participating youth can develop and adopt an education-for-leisure disposition.

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Section: Integrationmentioning

confidence: 99%

Back to the future: The potential relationship between leisure and education

Fleming

Allen

Barcelona

2011

New Directions for Youth Development

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“…As such, resilience is a defi ning condition for positive youth development, and alternatively positive youth development must follow resilience. A notable instance of asset building happens in the caring school, which provides opportunities or challenges for realizing resilience (Gomez and Ang 2007 ). Firstly, the asset-building model posits that resilience is one of youth's internal assets for constituting positive youth development, and as such, the development refers to the process of asset building (Larson 2006 ).…”

Section: Theoretical Relationships Between Resilience and Positive Yomentioning

confidence: 99%

Student Well-Being in Chinese Adolescents in Hong Kong

Lee¹,

Shek

Sun

2015

Quality of Life in Asia

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This series, the fi rst of its kind, examine both the objective and subjective dimensions of life quality in Asia, especially East Asia. It unravels and compares the contours, dynamics and patterns of building nations, offering innovative works that discuss basic and applied research, emphasizing inter-and multi-disciplinary approaches to the various domains of life quality. Thus, the series appeals to a variety of fi elds in humanities, social sciences and other professional disciplines. Asia is the largest, most populous continent on Earth, and it is home to the world's most dynamic region, East Asia. In the past three decades, East Asia has been the most successful region in the world in expanding its economies and integrating them into the global economy, offering lessons on how poor countries, even with limited natural resources, can achieve rapid economic development. Yet while scholars and policymakers have focused on why East Asia has prospered, little has been written on how its economic expansion has affected the quality of life of its citizens. The series publish several volumes a year, either single or multiple-authored monographs or collections of essays.More information about this series at

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“…Research shows a strong correlation between involvement in PYD programs and improved academic achievement (Gomez and Ang 2007;Guest and Sneider 2003). Indeed, Meltzer et al (2006) found that the length of time spent in PYD programs during childhood and adolescence predicted positive outcomes during adulthood, including increased high school graduation rates and improved college attendance.…”

Section: Programs (We Discuss What Constitutes a High-quality Programentioning

confidence: 99%

“…Here we identify the characteristics held in common by positive youth development programs that are effective in helping youth develop competence in many areas of life, including social connections (i.e., access to people, institutions and networks), personal character, confidence and the ability to care and to contribute to society (Gomez and Ang 2007). Although they are critically important, strategies to support these programs via systems change within schools, juvenile justice, healthcare and social welfare institutions are beyond the scope of this review (Pittman 1991(Pittman , 2000.…”

Section: What Is Positive Youth Development?mentioning

confidence: 99%

Positive youth development merits state investment

Campbell¹,

Trzesniewski²,

Nathaniel³

et al. 2013

Cal Ag

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In the last three decades, positive youth development has emerged as the new paradigm for youth-related research and programming. The literature provides strong evidence that high-quality youth programs can have positive and significant effects. Positive youth development is strongly associated with three outcomes of particular public significance: improved school achievement and graduation rates, decreased incidence of risk behaviors and increased sense of personal efficacy and empathy. A strong economic case could be built for increasing public investment in positive youth development programs. What is needed now is more and better data, and measurable goals at the state level.

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Promoting Positive Youth Development in Schools

Cited by 35 publications

References 25 publications

Back to the future: The potential relationship between leisure and education

Back to the future: The potential relationship between leisure and education

Student Well-Being in Chinese Adolescents in Hong Kong

Positive youth development merits state investment

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