Toward an integrated approach to positive development: Implications for intervention

Tolan, Patrick H.; Ross, Katherine M.; Arkin, Nora; Godine, Nikki; Clark, Erin

doi:10.1080/10888691.2016.1146080

Cited by 76 publications

(94 citation statements)

References 88 publications

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“…The five core SEL competency domains are also reflected in the 15 core PYD objectives identified in the previously mentioned review of PYD interventions, which include promoting social, emotional, behavioral, and cognitive competencies (Catalano et al., ). The close alignment between PYD and SEL has been emphasized recently in a review of the major theoretical frameworks for positive development (Tolan et al., ). The authors argue that the theoretical frameworks for PYD and SEL share substantial overlap and recommend a move toward integrating the approaches to advance the study and implementation of approaches that aim to enhance positive development in youth.…”

Section: Descriptives Of 82 School‐based Universal Interventions Withmentioning

confidence: 97%

“…PYD interventions, therefore, appear to foster positive outcomes and also be able to protect against negative ones. A variety of specific intervention strategies are compatible with the broad asset development and environmental enhancement orientation of PYD, such as service learning, mental health promotion, and social and emotional learning (SEL; Catalano et al., ; Tolan, Ross, Arkin, Godine, & Clark, ). School‐based SEL is the focus of this review.…”

Section: Descriptives Of 82 School‐based Universal Interventions Withmentioning

confidence: 99%

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Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

et al. 2017

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This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories.

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Section: Descriptives Of 82 School‐based Universal Interventions Withmentioning

confidence: 97%

Section: Descriptives Of 82 School‐based Universal Interventions Withmentioning

confidence: 99%

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

et al. 2017

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“…Over the past 30 years, several theoretical frameworks have delineated critical elements of youth well-being with a focus on strengths and skills, for example, positive psychology, PYD, social competence, and social emotional learning (Tolan et al 2016). Although the field is growing, currently no unifying theory on youth well-being exists.…”

Section: Contemporary Theories Of Youth Well-beingmentioning

confidence: 99%

“…Among the contemporary frameworks of youth well-being, some focus on the promotion of optimal functioning, flourishing, and thriving (Tolan et al 2016). From a positive psychology ontological standpoint, specific characteristics are described and in turn encouraged.…”

Section: Contemporary Theories Of Youth Well-beingmentioning

confidence: 99%

Youth Well-Being Contextualized: Perceptions of Swedish Fathers

Mansoory

Ferrer-Wreder

Trost

2019

Child Youth Care Forum

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Background Fathers can have a critical role to play in supporting the well-being of youth. However, little is known about how fathers perceive youth well-being. The Five Cs model of positive youth development was the theoretical starting point of this study, in part due to this framework's focus on the importance of bi-directional, person-context relations (Geldhof et al., in: Molenaar, Lerner, Newell (eds) Handbook of developmental systems theory and methodology, Guilford Press, New York, 2014). Questions posed in the present study were derived from the 4-H study of positive youth development (Lerner et al. in J Early Adolesc 25(1):17-71, 2005), which is rooted in the Five Cs model. Objective The present study explored themes and patterns of meaning in descriptive information from fathers about youth well-being. Method An inductive-deductive approach to thematic analysis was used to examine responses to open-ended survey questions from 201 Swedish fathers regarding youth well-being. Results Based on the fathers' reports four themes were identified: cognitive well-being, emotional and psychological well-being, physical well-being, and social well-being. While some sub-components of these themes have been identified in earlier literature, new subcomponents were also found in each domain of youth well-being (i.e., cognitive, emotional/psychological, physical, social). Conclusions These findings suggest that the understanding of youth well-being is contextual and multi-faceted, and that fathers' perceptions can be important to consider in future research as they may further our insight into the rich and nuanced characteristics of positive youth development in diverse contexts.

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“…While the former finding was in line with the hypotheses of the current study, the latter finding might be interpreted by some as a contradiction of the hypothesis that S carriers demonstrate vantage sensitivity-a proclivity to benefit from enriched environments. We would contend however, in line with positive development/adjustment research which views positive functioning and well-being as distinct from (albeit partly related to) the absence of mental ill health (Tolan, Ross, Arkin, Godine, & Clark, 2016), that the lack of a protective effect of high positive parenting on depression risk for S carriers relative to LL homozygous individuals does not necessarily mean that enhancing effects of positive parenting on component behaviors, capabilities, and experiences of more positive functioning would not be present.…”

Section: Discussionmentioning

confidence: 81%

Sometimes It's Good to be Short: The Serotonin Transporter Gene, Positive Parenting, and Adolescent Depression

et al. 2017

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In threatening environments, the short (S) allele of 5-HTTLPR is proposed to augment risk for depression. However, it is unknown whether 5-HTTLPR variation increases risk for depression in environments of deprivation, lacking positive or nurturant features. Two independent longitudinal studies (n = 681 and 176, respectively) examined whether 5-HTTLPR moderated associations between low levels of positive parenting at 11-13 years and subsequent depression at 17-19 years. In both studies only LL homozygous adolescents were at greater risk for depression with decreasing levels of positive parenting. Thus, while the S allele has previously been identified as a susceptible genotype, these findings suggest that the L allele may also confer sensitivity to depression in the face of specific environmental challenges.

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Toward an integrated approach to positive development: Implications for intervention

Cited by 76 publications

References 88 publications

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

Youth Well-Being Contextualized: Perceptions of Swedish Fathers

Sometimes It's Good to be Short: The Serotonin Transporter Gene, Positive Parenting, and Adolescent Depression

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