Theoretical Framing of Positive Youth Development: Relational Developmental Systems Theory and Life Course Theory
The concept of positive youth development (PYD) originates from developmental scientists’ interests in the innate, albeit, relative plasticity of human development and the importance of the continuous relationship between the individual and their context (Lerner, 2005; Lerner, 2009; Lerner 2014; Geldof, 2014). This comparatively new theory takes a positive perspective by shifting the focus from deficit models to a strengths based model. The language of PYD is traceable to psychological studies dating back to the World War II era (Terman, 1939), but empirical support for the concept is more recent (Lerner, 2009; Lerner, 2014). While there are varying scholarly views on PYD (Roth & Brooks-Gunn, 2003), the most comprehensive empirical support comes from the Five C’s Model, which emerged from the larger 4-H Study of PYD. Prior to the 4-H study the question of how to measure PYD was unanswered (Phelps et al., 2009). However, through the assessment of the 4-H results, the Five C’s, being: competence, confidence, character, connection, and caring, were determined as important, latent constructs of PYD (Lerner, 2014, Roth & Brooks-Gunn, 2003). The following is a brief delineation of each of the Five Cs:1) Competence is related to the social, cognitive, academic and vocational view the adolescent has of himself or herself. 2) Confidence is defined as an overall positive internal measure of self worth. 3) Connection relates to the positive social bonds the adolescent has with his or her peers, family, and community members. 4) Character reflects the respect held for social and cultural norms along with a sense of morali...
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...amily or generational, and cohort or historical, time can be integrated to promote what instances of positive human development” (Gelhof, 2013, p. 71; Lerner et al, 2012). By asking this complex question we begin to see the system in which development is taking place. We begin to understand the complex, unique person—context relationship (system, action and embodiment) that guides the understanding of the latent PYD variables. Through this understanding we may find, regardless of the virtually infinite contextual variations that can influence life trajectories, that wide spread positive outcomes are possible as a result of culturally relevant and meaningful PYD based programs.
Works Cited
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Biology 7 1-6
amount of respect that have for the codes of chivalry and honor, which is often rewarded in the
...nt Psychology: Individual Bases of Adolescent Development. Ed. Richard M. Lerner and Laurence D. Steinber. 3rd ed. Vol. 1. Hoboken: John Wiley & Sons, 2009. 576-81. Print
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Character is often the setting stone on what a person is judged upon. For someone to have character, they must noticeably stand out, and do extraordinary tasks that a normal student would not usually do. From school activities to sports clubs, I myself carry unique characteristics that set me apart from other students.
Connectedness is a term used to talk about a loving and positive relationship between parents and their children (Padilla-Walker et al., 2012). Families build connections through a variety of ways, however the development of warm and fulfilling relationships is the goals of being connected developing closeness. Closeness is the emotional bond between people. Closeness varies on a spectrum, at one end of the spectrum we see a person that is not close to anyone in the family who is emotionally detached and is their own person. One the other end of the spectrum another person could be so overly close to someone in the family that they looking like the person that they are close too. Both ends of the spectrums are extremes and can be dangerous for a family. It is important to set aside quality time to work on closeness within the family, because it helps to create and maintain strong parent child bonds. However, it is also
The life course and systems perspective provides building blocks for understanding positive development during middle childhood. As parents and social workers, we must recognize that resilience is seldom an instinctive characteristic; rather, it is a process that is facilitated by influences within the child’s surrounding. Research suggest that high-risk behaviors among children increases when children perceives declining family involvement and community supports. Therefore, the primary goal of parents and professionals is to dedicate to the child’s well-being positive internal and external supports that promote maximal protective factors, while minimizing risk factors for optimal developmental transitions. Chapter 5 of Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008.
Hirschi’s social bonds represent mechanisms of informal social control. So, it is extremely important to create conditions for healthy attachments since the early childhood. The stronger the commitments are to the families, schools, or conventional society, less likely people would get involved in criminal or deviant behavior.
As the child matures during the first two years of life, he or she creates a specific internal working model (BOOK). The working model of self is founded on the expectations the child develops based on experiences with the mother (BOOK). According to Bowlby (1979, p. 117), "the conce...
Theories abound around how people develop emotionally, intellectually, socially and spiritually. This essay will examine the theories of five leaders on the subject of development.
Within psychology adolescence is described as a period of transition from childhood to adulthood. It is a period between year twelve and late teens, when the physical growth is complete, the person becomes sexually mature and establishes identity (Nolen-Hoeksema, Friedricson, Loftus & Wagenaar, 2009). During this period of development, the individual has to face several risk factors, which are considered as a hazard on normal psychological development of an individual (Colman, 2009). This means, that experiencing them is associated with vulnerability, developing mental health problems and problematic behaviors such as for instance greater risk taking, school related deviance and school failure, teen pregnancy, substance misuse, aggression, violence or vandalism or in other words delinquency and antisocial behavior (Perkins & Borden, 2003). Therefore risk factors have a potential not just endanger the present developmental period, but also jeopardize the future biological and psychological development (Beam, Gill-Rivas, Greenberger & Chen, 2002; Perkins & Borden, 2003). However, not all young individual will respond to risk factors by developing negative outcomes. Some develop resilience and adapt to changes and stressors (Crawford, 2006; Perkins & Borden, 2003). Furthermore it has been suggested, that risk factors are desirable for developing this kind of positive outcome (Fergus & Zimmerman, 2005). According to Fonagy et. al. (1994) (cited in Crawford, 2006) resilience can be defined as normal development under difficult conditions. It leads to overcoming and coping with the negative effects of exposure to risk factors (Fergus & Zimmerman, 2005). To maintain this, protective factors need to be put in place (Fergus & Zimmerman, 2...
The second bond, which is involvement, deals with one’s time spent during extra-curricular activities (Williams & McShane, 2010). These activities include such things as work, hobbies, school, and talking with friends. It is believed that the more time spent by an individual on these activities, the less time the individual will have for deviant behavior. Taking part in sports, clubs and other activities will increase conformity to society.
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This assignment’s main focus will be centred on Erikson’s theory of psychosocial development, which consists of eight stages however only the fifth stage ‘identity versus role confusion’ will be discussed. Aspects such as identity crises, exploration of autonomy whilst developing a sense of self, factors that may contribute to identity formation as well as the successful/unsuccessful resolution of this particular stage will be discussed thoroughly. Erikson’s theory was also expanded by James Marcia, who identified certain identity statuses. The discussion will then progress to the psychosocial development of a case study based on Anna Monroe in connection to the difficulties she faced, such as gender, sexuality, peer pressure,
Adolescent DevelopmentHave you ever wondered why people act the way they do, or have the interests that they do? Have you ever wondered how or why someone, maybe even yourself, has picked the career choice or life path? Have you ever been in a situation where you have said to yourself, “Wow what I just said sounds exactly like my mom or dad.”? There are many theories as to why you might have these questions or experiences, and most have to do with the process of growing up, or adolescent development. Some of the theories that will be explored throughout this piece will be nature/nurture, continuous/discontinuous development, and early/late experience and the interplay between them that occurs during this process. Nature vs. NurtureThe question
First, the Psychosocial Theory of Development that was proposed by Erik Erikson, it provides a view of the challenges and tasks that adolescent’s experience, particularly the first five stages from birth through