What Exactly Is a Youth Development Program? Answers From Research and Practice

By Jodie L. Roth, Jeanne Brooks-Gunn. 2003

746 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/954e5b6712b6eebc1e1927a90874b33e16060114

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Citations in the corpus

Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope (2011, background): “However, although the importance of these developmental assets has been established, it is less clear how these assets may be fostered or hindered by adolescents’ social contexts, such as schools ( Roth and Brooks-Gunn 2003 ).”
The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, positive): “Accordingly, the “Five Cs” of competence, confidence, connection, character and caring have commonly been used in the literature to conceptualize the developmental areas of focus for programs of positive youth development ( Jelicic, Bobek, Phelps, Lerner & Lerner, 2007 ; Roth & Brooks-Gunn, 2003 ).”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “Beginning in the early 1990s and expanding in the first half decade of the twenty-first century, major scientific approaches enabled youth to be viewed as resources to be developed, and not as problems to be managed (Roth and Brooks-Gunn 2003).”
Classifying adolescents’ conceptions of purpose in life (2010, background): “Over the past decade, there have been several calls for research on positive youth development (PYD; eg, Benson, 2003 ; Blum, 2003 ; Lerner et al, 2005 ; Roth & Brooks-Gunn, 2003 ).”
Effectiveness of Primary Prevention Efforts for Intimate Partner Violence (2013, background): “…they target more general social, emotional, and behavioral skills such as competence and resiliency via a positive youth development approach (Roth & Brooks-Gunn, 2003) that have been shown to prevent a wide range of risk behaviors that emerge during the teen years (Catalano, Berglund, Ryan,…”
Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, background): “Two particularly influential approaches have been the Positive Youth Development (PYD; Eccles & Gootman, 2002; Lerner et al., 2005; Pittman, Irby, & Ferber, 2001; Roth & Brooks-Gunn, 2003) and the Social and Emotional Learning (SEL; Elias et al., 1997) frameworks.”
Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents (2005, methodology): “Such programs are regarded as a key resource in the ecology of youth (Benson, 1997), purportedly linked to PYD (Roth & Brooks-Gunn, 2003a, 2003b; Scales, Benson, Leffert, & Blyth, 2000).”
Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth (2009, background): “The positive youth development movement (Lerner & Lerner, 2006; Roth & Brooks-Gunn, 2003) focuses on five important dimensions of youth development: competence, confidence, connection, character, and caring (Lerner et al., 2005).”