Community Programs to Promote Youth Development

By P. Simon. 2005

1,159 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/159c72fb4b54d52e9fbe6af527a0b339103dcde8

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In General Health Professions

Citations in the corpus

The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth (2015, background): “…the positive developmental outcomes associated with the adolescent years, several, including resilience, belief in the future, and self-efficacy (Eccles & Gootman, 2002), may be threatened when growing up in a time of economic crisis but may also be critical for successful adaptation in school…”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, background): “…in part by (a) high levels of alienation and boredom reported by youths in school, (b) developmental increases in underachievement and school disengagement, and (c) evidence of increases in the amount of time youths spend unsupervised by adults (Carnegie Corporation, 1992; Eccles & Gootman, 2002).”
Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns (2004, background): “In this pursuit, religion and spirituality have been identified as cogent sources of developmental influence (Benson, Roehlkepartain, & Rude, 2003; Eccles & Gootman, 2002; Kerestes & Youniss, 2002; King, 2003; Lerner, Dowling, & Anderson, 2003).”
Exploring adolescent self-defining leisure activities and identity experiences across three countries (2005, background): “…these activities have on youth development, researchers have focused on identifying various structural characteristics of the activity settings (Eccles & Gootman, 2002; Mahoney, 2000), and on young people’s social, emotional, psychological, and cognitive experiences within those settings…”
The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions (2005, background): “…and adult relationships, without feelings of belongingness to social groups, without exposure to positive social norms (neighborhoods, friends), and without integration of contexts (family, school, neighborhood, peer) may be most at risk for poor developmental outcomes (Eccles & Gootman, 2002).”
‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “…for: (a) acquiring personal or life skills (e.g. initiative, leadership and self-regulation), (b) experiencing positive and supportive adult and peer relationships and (c) learning within a mastery-oriented psychological climate (Roth et al. 1998, Catalano et al. 2004, Eccles and Gootman 2002).”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…both instructional and emotional aspects of the classroom are predictive of gains in child achievement (e.g., Bransford, Brown, & Cocking, 1999; Cameron et al., 2005; Eccles & Gootman, 2002; Hamre & Pianta, 2007), particularly as they moderate effects of certain risk factors for poor achievement.”
Developmental Assets: An Overview of Theory, Research, and Practice (2007, background): “Both streams of thinking also suggest that this principle of accumulated assets generalizes to multiple forms of behavior—from prevention of high-risk behavior to the enhancement of positive outcomes such as school success (Benson et al., 2003; Eccles & Gootman, 2002; Scales & Roehlkepartain, 2004).”
Designing Culturally Responsive Organized After-School Activities (2017, methodology): “This section and Table 1 include the focal piece of the article, namely, where we propose a set of culturally responsive practices for program structure and staff that corresponds with the NRC’s eight features of high-quality programs (Eccles & Gootman, 2002).”
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. (2003, background): “Problem-prevention efforts for young people are most beneficial when they are coordinated with explicit attempts to enhance their competence, connections to others, and contributions to their community (Eccles & Appleton, 2002; Pittman et al., 2001).”
Student Voice in Elementary School Reform (2012, background): “Student voice also can increase the civic engagement of youth, including fostering the belief that young people can make a difference in both their own lives and the lives of others (Eccles & Gootman, 2002; Kirshner, O’Donoghue, & McLaughlin, 2005; Mitra, 2004).”
Positive Youth Development A View of the Issues (2005, background): “Eccles and Gootman (2002) summarized a growing body of research that indicates that communitybased programs have the potential for promoting positive development among youth.”