Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-23T06:25:00.525Z Has data issue: false hasContentIssue false
  • English
  • Français

Positive youth development: A brief review of literature with implications for school-based psychological interventions

Published online by Cambridge University Press:  04 October 2021

Jet U. Buenconsejo Open the ORCID record for Jet U. Buenconsejo [Opens in a new window]  and
Jesus Alfonso D. Datu Open the ORCID record for Jesus Alfonso D. Datu [Opens in a new window]
Jet U. Buenconsejo*
Affiliation:
Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
Jesus Alfonso D. Datu
Affiliation:
Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong Integrated Centre for Wellbeing (i-WELL), The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
*
*Corresponding author. Email: [email protected]
Get access

Abstract

There is a recognition about the mental health, educational, and career-related benefits of positive youth development (PYD) in children and youth. This brief review provides an overview of the current application of PYD in school settings. We begin by summarising the common conceptualisations of PYD along with similar and distinct features in such models. Then, we discuss the current status of PYD research and highlight the academic and psychological payoffs of PYD-oriented programs in schools. Importantly, this review elaborates future directions and practical implications for PYD researchers and practitioners in school contexts.

Keywords

Adolescent developmentpositive youth developmentstudents
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 2 , December 2022 , pp. 275 - 282
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, B.G., Wiium, N., & Abubakar, A. (2019). Developmental assets and academic performance of adolescents in Ghana, Kenya, and South Africa. Child & Youth Care Forum, 48, 207–222. https://doi.org/10.1007/s10566-018-9480-z CrossRefGoogle Scholar
Arnold, M.E., & Silliman, B. (2017). From theory to practice: A critical review of positive youth development program frameworks. Journal of Youth Development, 12, 1–20. https://doi.org/10.5195/jyd.2017.17 Google Scholar
Bates, S., Greene, D., & O’Quinn, L. (2021). Virtual sport-based positive youth development during the COVID-19 pandemic. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-021-00774-9 CrossRefGoogle ScholarPubMed
Benson, P.L., Scales, P.C., Hamilton, S.F., & Sesma, A. Jr. (2006). Positive youth development: Theory, research, and applications. In R.M. Lerner (Ed.), Theoretical models of human development. Volume 1 of handbook of child psychology (6th ed.). Wiley. https://doi.org/10.1002/9780470147658.chpsy0116 CrossRefGoogle Scholar
Benson, P.L., Scales, P.C., & Syvertsen, A.K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. Advances in Child Development and Behavior, 41, 197–230. https://doi.org/10.1016/b978-0-12-386492-5.00008-7 Google ScholarPubMed
Bonell, C., Hinds, K., Dickson, K., Thomas, J., Fletcher, A., Murphy, S., Melendez-Torres, G.J., Bonell, C., & Campbell, R. (2015). What is positive youth development and how might it reduce substance use and violence? A systematic review and synthesis of theoretical literature. BMC Public Health, 16. https://doi.org/10.1186/s12889-016-2817-3 CrossRefGoogle Scholar
Bowers, E., Li, Y., Kiely, M., Brittian, A., Lerner, J., & Lerner, R. (2010). The Five Cs Model of Positive Youth Development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth & Adolescence, 39, 720–735. https://doi.org/10.1007/s10964-010-9530-9 CrossRefGoogle ScholarPubMed
Burkhard, B.M., Robinson, K.M., Murray, E.D., & Lerner, R.M. (2020). Positive youth development: Theory and perspective. In S. Hupps & J.D. Jewell (Eds.), The encyclopedia of child and adolescent development (pp. 2947–2958). John Wiley & Sons. https://doi.org/10.1002/9781119171492.wecad310 CrossRefGoogle Scholar
Catalano, R.F., Berglund, M.L., Ryan, J.A.M., Lonczak, H.S., & Hawkins, J.D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98–124. https://doi.org/10.1177/0002716203260102 CrossRefGoogle Scholar
Chase, P.A., Warren, D.J.A., & Lerner, R.M. (2015). School engagement, academic achievement, and positive youth development. In E.P. Bowers, G.J. Geldhof, S.K. Johnson, L.J. Hilliard, R.M. Hershberg, J.V. Lerner, & R.M. Lerner (Eds.), Advancing responsible adolescent development. Promoting positive youth development: Lessons from the 4-H study (pp. 57–70). Springer International Publishing. https://doi.org/10.1007/978-3-319-17166-1_4 CrossRefGoogle Scholar
Chen, B.-B., Wiium, N., & Dimitrova, R. (2018). Factor structure of positive youth development: Contributions of exploratory structural equation modeling. Personality & Individual Differences, 124, 12–15. https://doi.org/10.1016/j.paid.2017.11.039 CrossRefGoogle Scholar
Curran, T., & Wexler, L. (2017). School-based positive youth development: A systematic review of the literature. The Journal of School Health, 87, 71–80. https://doi.org/10.1111/josh.12467 CrossRefGoogle ScholarPubMed
Damon, W. (2008). The path to purpose: Helping our children find their calling in life. Simon & Schuster.Google Scholar
Ettekal, A.V., & Agans, J.P. (2020). Positive youth development through leisure: Confronting the COVID-19 pandemic. Journal of Youth Development, 15, 1–20. https://doi.org/10.5195/jyd.2020.962 CrossRefGoogle Scholar
Frey, K.S., Nolen, S.B., Van Schoiack Edstrom, L., & Hirschstein, M.K. (2005). Effects of a school-based social-emotional competence program: Linking children’s goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171–200. https://doi.org/10.1016/j.appdev.2004.12.002 CrossRefGoogle Scholar
Gambone, M.A., Klem, A.M., & Connell, J.P. (2002). Finding out what matters for youth: Testing key links in a community action framework for youth development. Youth Development Strategies. http://www.ydsi.org/ydsi/pdf/WhatMatters.pdf Google Scholar
Geldhof, G.J., Bowers, E.P., Boyd, M.J., Mueller, M.K., Napolitano, C.M., Schmid, K.L., Lerner, J.V., & Lerner, R.M. (2014a). Creation of short and very short measures of the Five Cs of Positive Youth Development. Journal of Research on Adolescence, 24, 163–176. https://doi.org/10.1111/jora.12039 CrossRefGoogle Scholar
Geldhof, G.J., Bowers, E.P., Mueller, M.K., Napolitano, C.M., Callina, K., & Lerner, R.M. (2014b). Longitudinal analysis of a very short measure of positive youth development. Journal of Youth & Adolescence, 43, 933–949. https://doi.org/10.1007/s10964-014-0093-z CrossRefGoogle ScholarPubMed
Heck, K.E., & Subramaniam, A. (2009). Youth Development Frameworks. 4-H Center for Youth Development, University of California. http://4h.ucanr.edu/files/1224.pdf Google Scholar
Hendricks, P. (1998). Developing youth curriculum using the targeting life skills model. http://www.extension.iastate.edu/4H/skls.eval.htm Google Scholar
Herrera, C., Grossman, J.B., Kauh, T.J., & McMaken, J. (2011). Mentoring in schools: An impact study of big brothers big sisters school-based mentoring. Child Development, 82, 346–361. https://doi.org/10.1111/j.1467-8624.2010.01559.x CrossRefGoogle ScholarPubMed
Holsen, I., Geldhof, J., Larsen, T., & Aardal, E. (2017). The five Cs of positive youth development in Norway. International Journal of Behavioral Development, 41, 559–569. https://doi.org/10.1177/0165025416645668 CrossRefGoogle Scholar
Johnson, L.R., Johnson-Pynn, J.S., & Pynn, T.M. (2007). Youth civic engagement in China: Results from a program promoting environmental activism. Journal of Adolescent Research, 22, 355–386. https://doi.org/10.1177/0743558407301914 CrossRefGoogle Scholar
Kozina, A., Wiium, N., Gonzalez, J.-M., & Dimitrova, R. (2019). Positive youth development and academic achievement in Slovenia. Child & Youth Care Forum, 48, 223–240. https://doi.org/10.1007/s10566-018-9457-y CrossRefGoogle Scholar
Kress, C. (2004). Essential elements of 4-H youth development. National 4-H Headquarters, CSREES USDA.Google Scholar
Larson, R.W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183. https://doi.org/10.1037/0003-066X.55.1.170 CrossRefGoogle Scholar
Leman, P.J., Smith, E.P., Petersen, A.C., & SRCD Ethnic-Racial Issues and International Committees. (2017). Introduction to the special section of child development on positive youth development in diverse and global contexts. Child Development, 88, 1039–1044. https://doi.org/10.1111/cdev.12860 CrossRefGoogle Scholar
Lerner, R.M. (2017). Commentary: Studying and testing the positive youth development model: A tale of two approaches. Child Development, 88, 1183–1185. https://doi.org/10.1111/cdev.12875 CrossRefGoogle ScholarPubMed
Lerner, J.V., Bowers, E.P., Minor, K., Boyd, M.J., Mueller, M.K., Schmid, K.L., Napolitano, C.M., Lewin-Bizan, S., & Lerner, R.M. (2013). Positive youth development: Processes, philosophies, and programs. In R.M. Lerner, M.A. Easterbrooks, J. Mistry, & I.B. Weiner (Eds.), Handbook of psychology: Developmental psychology (pp. 365–392). John Wiley & Sons.Google Scholar
Lerner, R.M., Lerner, J.V., Almerigi, J.B., Theokas, C., Phelps, E., Gestsdottir, S., Naudeau, S., Jeličić, H., Alberts, A., Ma, L., Smith, L.M., Bobek, D.L., Richman-Raphael, D., Simpson, I., Christiansen, E.D., & von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. The Journal of Early Adolescence, 25, 17–71. https://doi.org/10.1177/0272431604272461 CrossRefGoogle Scholar
Lerner, R.M., Lerner, J.V., von Eye, A., Bowers, E.P., & Lewin-Bizan, S. (2011). Individual and contextual bases of thriving in adolescence: A view of the issues. Journal of Adolescence, 34, 1107–1114. https://doi.org/10.1016/j.adolescence.2011.08.001 CrossRefGoogle ScholarPubMed
Lerner, R.M., Tirrell, J.M., Dowling, E.M., Geldhof, G.J., Gestsdóttir, S., Lerner, J.V., King, P.E., Williams, K., Iraheta, G., & Sim, A.T.R. (2019). The end of the beginning: Evidence and absences studying positive youth development in a global context. Adolescent Research Review, 4, 1–14. https://doi.org/10.1007/s40894-018-0093-4 CrossRefGoogle Scholar
Lerner, R.M., von Eye, A., Lerner, J., Lewin-Bizan, S., & Bowers, E. (2010). Special issue introduction: The meaning and measurement of thriving: A view of the issues. Journal of Youth & Adolescence, 39, 707–719. https://doi.org/10.1007/s10964-010-9531-8 CrossRefGoogle ScholarPubMed
Lerner, R.M., Wang, J., Chase, P.A., Gutierrez, A.S., Harris, E.M., Rubin, R.O., & Yalin, C. (2014). Using relational developmental systems theory to link program goals, activities, and outcomes: the sample case of the 4-H Study of Positive Youth Development. New Directions for Youth Development, 2014, 17–30. https://doi.org/10.1002/yd.20110 CrossRefGoogle ScholarPubMed
Lever, N., Sander, M.A., Lombardo, S., Randall, C., Axelrod, J., Rubenstein, M., & Weist, M.D. (2004). A drop-out prevention program for high-risk inner-city youth. Behavior Modification, 28, 513–527. https://doi.org/10.1177/0145445503259520 CrossRefGoogle ScholarPubMed
Lindell, M.K., & Whitney, D.J. (2001). Accounting for common method variance in cross-sectional research designs. The Journal of Applied Psychology, 86, 114–121. https://doi.org/10.1037/0021-9010.86.1.114 CrossRefGoogle ScholarPubMed
Li, Y., & Lerner, R.M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233–247. https://doi.org/10.1037/a0021307 CrossRefGoogle ScholarPubMed
Li, Y., Zhang, W., Liu, J., Arbeit, M.R., Schwartz, S.J., Bowers, E.P., & Lerner, R.M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34, 1181–1192. https://doi.org/10.1016/j.adolescence.2011.07.003 CrossRefGoogle ScholarPubMed
Madsen, K.A., Hicks, K., & Thompson, H. (2011). Physical activity and positive youth development: Impact of a school-based program. Journal of School Health, 81, 462–470. https://doi.org/10.1111/j.1746-1561.2011.00615.x CrossRefGoogle ScholarPubMed
Martin, R.A., & Alacaci, C. (2015). Positive youth development in Turkey: A critical review of research on the social and emotional learning needs of Turkish adolescents, 2000–2012. Research Papers in Education, 30, 327–346. https://doi.org/10.1080/02671522.2014.963828 CrossRefGoogle Scholar
Maslow, G.R., & Chung, R.J. (2013). Systematic review of positive youth development programs for adolescents with chronic illness. Pediatrics, 131, e1605–e1618. https://doi.org/10.1542/peds.2012-1615 CrossRefGoogle ScholarPubMed
Masten, A.S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921–930. https://doi.org/10.1017/S0954579407000442 CrossRefGoogle ScholarPubMed
Paricio, D., Rodrigo, M.F., Viguer, P., & Herrera, M. (2020). Positive adolescent development: Effects of a psychosocial intervention program in a rural setting. International Journal of Environmental Research and Public Health, 17, 6784. https://doi.org/10.3390/ijerph17186784 CrossRefGoogle Scholar
Qi, S., Hua, F., Zhou, Z., & Shek, D.T.L. (2020). Trends of positive youth development publications (1995–2020): A scientometric review. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-020-09878-3 CrossRefGoogle Scholar
Scales, P.C., Benson, P.L., Roehlkepartain, E.C., Sesma, A., & Van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29, 691–708. https://doi.org/10.1016/j.adolescence.2005.09.001 CrossRefGoogle ScholarPubMed
Shek, D.T.L., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02126 CrossRefGoogle Scholar
Shek, D.T.L., Dou, D., Zhu, X., & Chai, W. (2019). Positive youth development: Current perspectives. Adolescent Health, Medicine and Therapeutics, 10, 131–141. https://doi.org/10.2147/AHMT.S179946 CrossRefGoogle ScholarPubMed
Shek, D.T.L., & Sun, R.C.F. (2013). The Project P.A.T.H.S. in Hong Kong: Development, training, implementation, and evaluation. Journal of Pediatric and Adolescent Gynecology, 26, S2–S9. https://doi.org/10.1016/j.jpag.2013.03.009 CrossRefGoogle Scholar
Shek, D.T.L., Sun, R.C.F., Chui, Y.H., Lit, S.W., Yuen, W.W., Chung, Y.Y.H., & Ngai, S.W. (2012a). Development and evaluation of a positive youth development course for university students in Hong Kong. The Scientific World Journal, 2012, 1–8. https://doi.org/10.1100/2012/263731 Google ScholarPubMed
Shek, D.T.L., Sun, R.C.F., & Merrick, J. (2012b). Positive youth development constructs: Conceptual review and application. The Scientific World Journal, 2012, 1–3. https://doi.org/10.1100/2012/152923 Google ScholarPubMed
Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88, 1156–1171. https://doi.org/10.1111/cdev.12864 CrossRefGoogle ScholarPubMed
Tirrell, J.M., Geldhof, G.J., King, P.E., Dowling, E.M., Sim, A.T.R., Williams, K., Iraheta, G., Lerner, J.V., & Lerner, R.M. (2019). Measuring spirituality, hope, and thriving among Salvadoran youth: Initial findings from the Compassion International Study of Positive Youth Development. Child & Youth Care Forum, 48, 241–268. https://doi.org/10.1007/s10566-018-9454-1 CrossRefGoogle Scholar
Truskauskaitė-Kunevičienė, I., Romera, E., Ortega-Ruiz, R., & Žukauskienė, R. (2020). Promoting positive youth development through a school-based intervention program Try Volunteering. Current Psychology, 39, 705–719. https://doi.org/10.1007/s12144-018-9790-1 CrossRefGoogle Scholar
Waid, J., & Uhrich, M. (2019). A scoping review of the theory and practice of positive youth development. The British Journal of Social Work, 1–20. https://doi.org/10.1093/bjsw/bcy130 Google Scholar
Williams, J.L., & Deutsch, N.L. (2016). Beyond between-group differences: Considering race, ethnicity, and culture in research on positive youth development programs. Applied Developmental Science, 20, 203–213. https://doi.org/10.1080/10888691.2015.1113880 CrossRefGoogle Scholar
Wong, M.C.S., Lau, T.C.M., & Lee, A. (2012). The impact of leadership programme on self-esteem and self-efficacy in school: A randomized controlled trial. PLOS ONE, 7, 1–6. https://doi.org/10.1371/journal.pone.0052023 CrossRefGoogle ScholarPubMed
Yang, P.-J., & McGinley, M. (2021). Commonalities and specificities of positive youth development in the U.S. and Taiwan. Journal of Applied Developmental Psychology, 73, 101251. https://doi.org/10.1016/j.appdev.2021.101251 CrossRefGoogle Scholar
Zhu, X., & Shek, D.T.L. (2020). Impact of a positive youth development program on junior high school students in mainland China: A pioneer study. Children and Youth Services Review, 114, 105022. https://doi.org/10.1016/j.childyouth.2020.105022 CrossRefGoogle Scholar