Observed Ecological Assets in Families, Schools, and Neighborhoods: Conceptualization, Measurement, and Relations With Positive and Negative Developmental Outcomes

By Christina Theokas, R. Lerner. 2006

292 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/149668198a949bd5a795152ddb3e917591ae2d1d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Lerner
2. W. Overton
3. Kristina L. Schmid
4. Edmond P. Bowers
5. Michelle J. Boyd
6. R. Lerner
7. G. Liem
8. M. Ungar

In Safety Research

1. J. Lerner
2. R. Lerner
3. Kristina L. Schmid
4. Michelle J. Boyd
5. W. Overton
6. Edmond P. Bowers
7. G. Liem
8. E. Phelps

In Social Psychology

1. R. Lerner
2. G. Liem
3. J. Lerner
4. Kristina L. Schmid
5. Michelle J. Boyd
6. Edmond P. Bowers
7. Andrew J. Martin
8. W. Overton

Citations in the corpus

• Exploring the life skills needs of British adolescent athletes (2009, background): “Some adolescents do not meet their developmental needs and they enter adulthood without the skills to enable thriving (Theokas & Lerner, 2006).”
• A Microdata Child Well-Being Index: Conceptualization, Creation, and Findings (2008, background): “These themes are consistent with developmental theory that typically considers four key domains of development; physical, intellectual/educational, psychological, and social (e.g., Eccles and Gootman 2002) and embeds individuals in a system of ecological influences, with both physical and social pro”
• Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development (2007, background): “For example, ecological assets, such as parental or community mentor behaviors (e.g., Benson et al., 2006; Bornstein, 2006; Theokas & Lerner, 2006), are also important sources of this variation.2 If these findings are extended as the 4-”
• Positive Youth Development Processes , Philosophies , and Programs (2012, methodology): “Recent analyses by Bowers, von Eye, and colleagues (2011), also following up on the Theokas and Lerner (2006) work, assessed the relationships between these ecological assets and trajectories of positive and problematic development.”
• The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, background): “According to positive youth development conceptualizing, developmental assets and opportunities are realized through aligning young people with their social and physical ecologies to better meet needs related to specific developmental tasks (Lerner, 2005; Theokas & Lerner, 2006).”
• Annual Research Review: What is resilience within the social ecology of human development? (2013, background): “…as social cohesion and the transience of residents, more than the economic status of the families living there, influence the ability of a community to provide the safety and supports children require to develop future aspirations and engage at school (Sroufe et al., 2005; Theokas & Lerner, 2006).”
• Positive Youth Development: Processes, Programs, and Problematics (2011, background): “For instance, the measurement of ecological development assets differs between the research of Lerner and Lerner and their colleagues (e.g., see Theokas & Lerner, 2006; Urban, Lewin-Bizan, & Lerner, 2010) and the research of Benson and colleagues at Search Institute (e.g., Benson et al., 2011).”
• Exemplifying the Integrations of the Relational Developmental System (2008, background): “For instance, Theokas and Lerner (2006) have found that greater access in schools to high-quality teachers (e.g., as operationalized through lower teacher-student ratios) is linked to PYD; however, the opportunity for a youth to be in such a relation with a teacher obviously varies in relation to…”