Toward a psychology of positive youth development.

By R. Larson. American Psychologist, 2000

2,319 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ec0eecea4f44f05b265c2aca0243620fdbf148a7

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2006, background): “However, the growing body of scholarship focusing on supporting and enhancing the development of adolescents’ strengths and abilities (Chafouleas & Bray, 2004; Huebner, 2004; Hunter & Csikszentmihalyi, 2003; Larson, 2000; Pajares, 2001; Rich, 2003; Roberts, Brown, Johnson, & Reinke, 2002; Snyder et ”
What Do Adolescents Need for Healthy Development? Implications for Youth Policy (2000, neutral): “Recent attention to the influence of youth programs on development suggests that they too should be viewed as one of the many worlds of adolescents’ development (Larson, 2000).”
The role of enjoyment and motivational climate in relation to the personal development of team sport athletes. (2011, background): “Given that athletes typically participate in sport for an extended period of time (i.e., at least one season), the current predictive model supports the three conditions identified by Larson (2000) for the development of initiative.”
Implementation of the Personal and Social Responsibility Model to Improve Self-Efficacy during Physical Education Classes for Primary School Children (2010, background): “This concept is relatively recent, and refers to an approach whose objective is to develop programs for children and young people that promote the learning of abilities that allow the individual to adapt successfully to the different challenges of life (Goudas, Dermitzaki, Leondari, & Danish, 2006; ”
Youth as Agents of Adult and Community Development: Mapping the Processes and Outcomes of Youth Engaged in Organizational Governance (2004, background): “…or organizational entity provides activities that engender a sense of competence, requires the active construction of knowledge by the young person, and involves a depth of understanding that challenges one’s current capabilities or sense of self (Larson, 2000; Lee, Smith, & Croninger, 1995).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…groups that may support students’ identities, interests, and goals (Fredericks & Eccles, 2005; Ream & Rumberger, 2008); and opportunities to develop and practice competencies related to collaboration, time management, and self-discipline/regulation (Larson, 2000; Larson, Hansen, & Moneta, 2006).”
‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “A positive youth development theoretical framework has increased in popularity because of its focus on promoting competencies in youth that are transferable to multiple domains (e.g. Larson 2000, Damon 2004, Lerner et al. 2005, Benson 2006).”
Student Voice in Elementary School Reform (2012, background): “…AERA. http://aerj.aera.net young people in community service activities (Flanagan & Faison, 2001; Honig, Kahne, & McLaughlin, 2001); although, they tend to fall short on involving youth in decision making and reform processes (Kirshner, 2004; Larson, 2000; Westheimer & Kahne, 2004).”
Dimensionality of the Chinese Positive Youth Development Scale: Confirmatory Factor Analyses (2010, background): “Larson (2000) argued that “this field has evolved separately from developmental psychology and has not had a strong base of research and theory, especially regarding positive youth development” (p. 171).”
Extracurricular Activities and Adolescent Development (2003, neutral): “…and adolescent development provides support for the benefits of participating in the kinds of constructive leisure activities associated with extracurricular activities and service learning (see Larson, 2000; Larson & Kleiber, 1993; Mahoney et al., in press; Youniss, McLellan, & Yates, 1999).”
Development and initial validation of the Life Skills Scale for Sport (2017, background): “through extracurricular activities such as music, drama, and sport (Larson, 2000).”
Resilience and Burnout: A Stitch That Could save Nine (2003, background): “In the first place, I want to suggest that it all starts with upbringing and education at home, at school, through "positive youth development" (Larson, 2000), through formal education, through the development that takes place in mature relationships and in a career, through religious and spiritual…”
Conceptualizing and Modeling Individual and Ecological Asset Components of Thriving in Early Adolescence (2005, background): “Focus was placed on what makes people ill, rather than what makes people healthy (Larson, 2000).”
Team Sports Achievement and Self-Esteem Development Among Urban Adolescent Girls (2004, background): “Prior research has found that sports involvement is related to positive youth development (Larson, 2000).”
Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues (2011, background): “Indeed, over the past 15 years, a theoretical shift has occurred in understanding the development of children and adolescents − their needs and behaviours and how to support optimal development (Larson, 2000; Lerner and Benson 2004; Lerner and Steinberg 2004; Peter C. Scales and Benson 2005; P. C. S”
An interpretive analysis of life skills associated with sport participation (2009, background): “PYD researchers have identified that structured adult‐supervised programmes (including but not limited to sport) are important contexts in which youth may learn moral, social, emotional and behavioural skills (Larson 2000 , Lerner et al.”