What is Positive Youth Development?

By W. Damon. 2004

632 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/55589acbff427a133ddf1814d79c388c2d1578a9

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

In Safety Research

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

In Sociology and Political Science

1. G. Caprara
2. Pamela Ebstyne King
3. H. McGrath
4. E. Phelps
5. L. Rose-Krasnor
6. K. Schonert-Reichl
7. Selva Lewin-Bizan
8. Michelle J. Boyd

Citations in the corpus

• Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children (2010, result): “Such an approach is in line with the Positive Psychology movement, which primarily examines how to foster quality of life and ‘what makes life worth living’ (Seligman and Csikszentmihalyi 2000, p. 13), as well as with the positive youth development approach (e.g., Damon 2004 ) and the developmental”
• The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, methodology): “Procedures at Time 1 (2010) and Time 2 (2011) were identical.”
• Breadth and Intensity of Youth Activity Involvement as Contexts for Positive Development (2006, background): “A defining feature of this new perspective is that it looks at young people as resources rather than as problems (Damon, 2004).”
• The Chinese Positive Youth Development Scale (2007, background): “Damon (2004) conceptualized the positive youth development approach as “grew out of dissatisfaction with a predominant view that underestimated the true capacities of young people by focusing on their deficits rather than their developmental potentials” (p. 13) and that the positive youth…”
• Positive Youth Development: Processes, Programs, and Problematics (2011, methodology): “Approaches to PYD as a Developmental Process Current theoretical conceptions of the PYD developmental process have been framed within the relational developmental systems meta-theoretical perspective (e.g., see Damon, 2004; Larson, 2000, J. Lerner et al., 2009).”
• Positive Youth Development Across Cultures: Introduction to the Special Issue (2019, neutral): “2006; Damon 2004; Lerner et al.”
• The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing (2008, background): “Damon (2004) argues that this problembased focus in education and educational services has directed a huge share of the available resources to attempting to remediate the incapacities of young people with labels like ADHD and ‘learning disorder’.”
• An integrative review of sport-based youth development literature (2017, background): “Historically, youth development was approached from a deficit perspective, where the healthy progression of youth was equated to a reduction in risky conduct and negative behaviour (Damon 2004; Lerner 2002; Lerner et al. 2005).”
• The Joint Effects of Neighborhoods, Schools, Peers, and Families on Changes in the School Success of Middle School Students (2008, neutral): “tice of positive youth development (Damon, 2004).”
• The End of the Beginning: Evidence and Absences Studying Positive Youth Development in a Global Context (2018, background): “…enhance the attributes of young people that are valued by them and others (e.g., parents, peers, teachers, mentors, coaches, faith leaders, and other community members), as compared to processes that reduce or prevent undesirable characteristics (Damon 2004; Larson 2000; Roth and Brooks-Gunn 2003).”