Scientific research and science-guided practice based on the promotion of an individual′s strengths constitutes a radical shift in a new and growing area of study within the field of human development. Its trademark term is `positive youth development′. This approach to human development is based on the idea that, in addition to preventing problems, science and practice should promote the development of competencies, skills, and motivation in order to enhance individuals′ developmental pathways. Approaches to Positive Youth Development, is based on this concept and brings together authors from across Europe and America who are leaders in their respective fields. The main focus of the book, beyond a clarification of the paradigmatic foundations, concerns the major contexts of adolescents and young adults, namely, neighbourhoods and leisure locales, school and family, and the major themes of healthy psychosocial development, namely, competences and knowledge, prosocial behaviour, transcending problems of delinquency, civic engagement, identity, agency, and spirituality.
Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students. Includes chapters that highlight some of the most recent research in the area of Positive Youth Development Each chapter provides in-depth discussions An invaluable resource for developmental or educational psychology researchers, scholars, and students
This handbook examines positive youth development (PYD) in youth and emerging adults from an international perspective. It focuses on large and underrepresented cultural groups across six continents within a strengths-based conception of adolescence that considers all youth as having assets. The volume explores the ways in which developmental assets, when effectively harnessed, empower youth to transition into a productive and resourceful adulthood. The book focuses on PYD across vast geographical regions, including Europe, Asia, Africa, Middle East, Australia, New Zealand, North America, and Latin America as well as on strengths and resources for optimal well-being. The handbook addresses the positive development of young people across various cultural contexts to advance research, policy, and practice and inform interventions that foster continued thriving and reduce the chances of compromised youth development. It presents theoretical perspectives and supporting empirical findings to promote a more comprehensive understanding of PYD from an integrated, multidisciplinary, and multinational perspective.
"In recent years, the fields of psychology and human development have focused growing attention on issues of positive youth development. . . . This volume provides a tool that can be used by researchers, practitioners, and policy makers alike to build collective efforts to enhance the well-being of youth. . . . Professor Hamilton is one of the most respected scholars in the country. There is no doubt in my mind that this volume will not only make a significant contribution in the field, but more important, that it is a volume that will be utilized across disciplines and professions." —Francisco A. Villarruel, Michigan State University "The conceptualization and comprehensiveness are excellent. The book also deals with a newly emerging and exciting field and hence is at the forefront of research, policy, and practice. . . . a useful resource." —Lonnie Sherrod, Fordham University "Both timely and potentially very useful...nothing nearly as inclusive as this youth development handbook now exists." —John Kretzmann, Northwestern University "A handbook like this is a good idea because of the interest in communities and colleges in this topic and because of the number of programs being developed targeted at adolescents. . . . I believe the book will serve as a useful reference for scholars, policy makers, and program development specialists. . . . There are no other comparable resources that focus on exemplary programs and community development issues." —Philip Newman, University of Rhode Island What are the types of environments in which youth thrive? How do we cultivate such environments to promote optimal development and positive behavior in youth? The Youth Development Handbook: Coming of Age in American Communities provides youth and development practitioners access to current theory and research in the field of youth development, including illustrations of good practice, original case studies, and a contextual approach to such topics as youth participation and diversity. Because youth practitioners typically identify themselves with one or more contexts, such as youth-serving organizations or faith-based organizations, editors Stephen F. Hamilton and Mary Agnes Hamilton have arranged the book so that each chapter explores the application of youth development principles to its context, drawing on current research. Part I of the book is organized around contexts in which adolescents grow up, such as schools, workplaces, families, peer groups, youth-serving organizations, faith-based organizations, recreation groups, juvenile courts, health clinics, neighborhoods, and cyberspace. Part II addresses broader issues such as evaluation, funding, and community-wide initiatives and the concluding chapter identifies themes that cut across contexts, including mentoring, universal vs. targeted approaches, and evidence-based practice. Features of this volume: Chapters written expressly for the book by established scholars committed to learning from the field and making research useful to practitioners in everyday life. Rather than a "how-to" guide, the book is a source of information and ideas for use in planning programs, training practitioners, and understanding the perspectives of partners in community collaborations. Original case studies provide illustrations of good practice in working with youth to optimize growth and development in varied settings such as the family, school, youth organizations, and workplaces. Serves as both a useful reference and as a "state of the art" account of youth development as a field. The Youth Development Handbook is designed for scholars and researchers in applied developmental science as well as practitioners and policy makers who implement youth development initiatives. The book is also recommended for use in graduate courses on youth development in the fields of Psychology, Human Development & Family Studies, and Education.
The first Positive Youth Development title to focus on the role of sport, this book brings together high profile contributors from diverse disciplines to critically examine the ways in which sport can be and has been used to promote youth development. Young people are too frequently looked upon as problems waiting to be solved. From the perspective of Positive Youth Development (PYD), young people are understood to embody potential, awaiting development. Involvement with sport provides a developmental context that has been associated with PYD, but negative outcomes can also arise from sport participation and school PE. Sport itself does not lead to PYD; rather, it is the manner in which sport is structured and delivered to children that influences their development. Positive Youth Development Through Sport fills a void in the literature by bringing together experts from diverse disciplines to critically examine the ways in which sport can be and has been used to promote youth development.
This book presents the results of the longitudinal 4-H Study of Positive Youth Development. The volume discusses how self-regulation and contextual resources (e.g., strong relationships with parents, peers, and the community) can be fostered in young people to contribute to the enhancement of functioning throughout life. Each chapter examines a particular aspect of youth thriving, and offers findings on either the bases or the role of positive development in a variety of outcomes, from reduced risk of emotional problems and harmful behaviors to increased participation in the community. Contributors introduce a contemporary model of positive development for diverse youth, provide examples of effective youth development programs, and suggest applications for informing the next generation of policies and practices. Among the featured topics: The regulation of emotion in adolescence. School engagement, academic achievement, and positive youth development. Peer relationships and positive youth development. Identity development in adolescence and the implications for youth policy and practice. Promoting adolescent sexual health in youth programming. A positive youth development approach to bullying. Researchers in developmental psychology as well as practitioners in educational or youth development programs or policies will gain from Promoting Positive Youth Development a new appreciation of the central role of young people's strengths, and initiatives to build effective youth programs. “This volume is destined to become the handbook for anyone interested in the bourgeoning field of positive youth development. Based on ground breaking, longitudinal research from top researchers in the field, Promoting Healthy Development for America’s Youth presents a rich, theoretically grounded understanding of the landscape today’s youth and programs. The contributors provide clear, data-driven guidance regarding the types of programs and settings that are most beneficial to young people.” Jean E. Rhodes, Ph.D. Frank L. Boyden Professor Department of Psychology University of Massachusetts, Boston
Social settings have enormous power to promote or hinder positive youth development. Researchers and practitioners know a great deal about features of schools and programs for youth that affect development, but much less about how to transform settings to bring about these desirable features. This book shows how to harness the power of settings. It shifts the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths' daily lives. The book offers researchers and practitioners blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, ethnic systems of supplementary education, and other community-based programs. Leading scholars in psychology, education, human development, sociology, anthropology, economics, law, and public policy discuss a wide array of social change strategies, and describe how to measure key features of settings as a target and guide for change. The authors also demonstrate how larger social structures - such as school districts, community coalitions, community data resources - can support change. Many of the chapters describe ways to make settings work for all youth, including those marginalized by reason of race, ethnicity, social class, or sexual orientation. Toward Positive Youth Development will guide researchers, educators, administrators and policy makers to improve schools and youth programs for all of America's youth.
"Roma ethnic minority, also called the Romani people and sometimes as gypsies (usually in derogatory way), have one of the most dramatic histories in Europe and worldwide. The Indian origin of Roma as advocated by linguists since the 18th century, based on similarities between the Romany language (referred also as Romanes or Romani) and the Sanskrit (Achim, 2004), is now widely accepted. Although the precise region of the Indian sub-continent which Roma originated and migrated from to Europe remains elusive, genetic linguistic, historical and anthropological findings suggest that their migration started from Central India, to the Northern India, then transiting Persia and Armenia and travelled towards the Byzantine Empire and Asia Minor, and finally to Greece (Kenrick, 2007). The precise time when the journey started is also uncertain. Historical records indicate that Roma first came to work in Persia sometime between 224-241, and were either brought or deported to the Arab Empire at the start of 661, reach Constantinople in 1050, and then were in Greece in 1290. They then continued to Eastern Europe and Balkans (arriving in Serbia in 1348, Croatia in 1362, Bulgaria in 1378, Romania in 1385), followed by Central and Western Europe (arriving in Germany in 1407, France and Switzerland in 1418, Belgium in 1419, Holland in 1420, Italy in 1422, Spain in 1425, Hungary in 1489, and England in 1513; see Kenrick, 2007, for a comprehensive chronology of Roma history)"--
Making Change demonstrates the potential for youth to engage in social entrepreneurship to transform themselves and their communities. Effective for all young people, this approach is most impactful for youth in marginalized communities where the opportunity gap, suppressed social mobility, and economic disparity are most profound. In such settings, engaging youth as leaders of social change offers the exponential benefits of personal empowerment, community enhancement, and economic transformation.Grounded both in interdisciplinary theory and an expansive set of practical case examples, this book uses an asset focus and cultural relevance that centralizes youth and communities in social entrepreneurship, while introducing vocabulary and frameworks for youth social entrepreneurship advocates to gain resources and political traction for the approach. Social entrepreneurship is outlined as a social justice mechanism that allows disempowered adolescents to change their own communities, with a positive compounding effect on their own lives and futures. Consequently, readers will have the opportunity consider the complex interplay of individual, economic, and community development, versus oversimplifying causes or solutions of social disparities. Individuals engaged in youth work, program design, funding, and the study of youth and community development will appreciate the text's exploration of existing research and theory that cross scholarly disciplines to promote a robust view of youth development.
