Positive Youth Development

By Katy Atkiss, Matthew Moyer, Mona Desai, M. Roland. 2011

909 citations recorded by the source corpus.

Subfields: General Health Professions, Safety Research, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/6dda313420b1b92792e49b94919ce8f86a8932e7

How researchers see this paper

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

In General Health Professions

1. John Maltby
2. R. Weissberg
3. Carmel Proctor
4. J. Côté
5. Jenn M. Jacobs
6. D. Vella‐Brodrick
7. Selva Lewin-Bizan
8. Michelle J. Boyd

In Safety Research

1. J. Côté
2. N. Holt
3. S. Vella
4. David J. Hancock
5. L. Oades
6. T. Crowe
7. J. Lerner
8. J. Deakin

In Speech and Hearing

1. Jenn M. Jacobs
2. D. Vella‐Brodrick
3. L. Oades
4. J. Durlak
5. Paul M. Wright
6. S. Vella
7. L. Gutman
8. T. Crowe

Citations in the corpus

• The definition and preliminary measurement of thriving in adolescence (2009, background): “Damon (2004) argues that this positive vision of youth potential has implications for research, education, and social policy.”
• Empowerment-Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth (2014, background): “Again, this PYD can be (1) a time-specific aggregate of developmental strengths and (2) a strengths-driven process of working with youth to facilitate empowerment and well-being (Damon, 2004).”
• Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, methodology): “The SBYD field draws from several frameworks, including positive youth development (Larson, 2006), social and emotional learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011), and the 5 C’s model (i.e., competence, confidence, connection, character, and caring; Lerner et al., 2005).”
• Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact (2013, background): “@This new approach envisions young people as resources rather than as problems for society.”
• Exploring the life skills needs of British adolescent athletes (2009, background): “By turning attention to the limitless potential of youth, young people can be provided with experiences that will not only facilitate the transition into adulthood but will also help them achieve higher life satisfaction and thriving in their adult pursuits and across the life span (Damon, 2004).”
• “Specializers” versus “Samplers” in Youth Sport: Comparing Experiences and Outcomes (2009, background): “…in sport may also have an effect on the growth of personal and psychosocial outcomes (i.e., identity, positive relationships) and, recently, research in positive youth development has emphasized the importance of examining the potential of youth (Damon, 2004) and their positive growth.”
• Positive Youth Development: Processes, Programs, and Problematics (2011, methodology): “Nevertheless, a key assumption of relational developmental systems theories is that the developmental system is sufficiently diverse and complex for some means to be found (by researchers, practitioners, or individuals themselves) to couple individual and context in manners that enhance the probabil”
• Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “These frameworks suggest that all young people have strengths (or the potential to realize their strengths) and that these strengths are developed by aligning young people with the developmental opportunities in their ecologies (Benson & Saito, 2000; Damon, 2004; Lerner, 2005; Witt, 2002).”
• Youth life satisfaction measures: a review (2009, background): “Positive youth development research focuses on developmental potential rather than deficiencies (Damon, 2004).”
• The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “For the most part, these programmes nurture leadership skills through experiential learning or learning by doing (e.g., Boyd, 2001; Lerner et al., 2005).”
• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “Proponents of this perspective envision youth as having the potential for positive developmental change and view youth as resources to be fostered, rather than a problem to be resolved (Damon, 2004).”
• An interpretive analysis of life skills associated with sport participation (2009, background): “Proponents of PYD view youth as resources to be developed rather than problems to be solved (Damon 2004).”