Relevant bibliographies by topics / Positive development in adolescence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Positive development in adolescence'

Author: Grafiati
Published: 11 September 2021
Last updated: 18 February 2022

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Journal articles on the topic "Positive development in adolescence"

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Tsang, Sandra K. M., Eadaoin K. P. Hui, and Bella C. M. Law. "Positive Identity as a Positive Youth Development Construct: A Conceptual Review." Scientific World Journal 2012 (2012): 1–8. http://dx.doi.org/10.1100/2012/529691.

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Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual’s identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed.
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Altikulaç, Sibel, Nikki C. Lee, Chiel van der Veen, Ilona Benneker, Lydia Krabbendam, and Nienke van Atteveldt. "The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence." Journal of Cognitive Neuroscience 31, no. 3 (March 2019): 339–59. http://dx.doi.org/10.1162/jocn_a_01332.

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Over the past decade, important insights have been obtained into the neurocognitive development during adolescence. To better understand how these neuroscientific insights impact the real world, we investigated how neuroscience has shaped public perceptions of the “teenage brain” and if these perceptions influence adolescent behavior. When asking to generate free associations with the word “teenage brain,” adolescents ( n = 363, Mage = 14.47 years) and parents ( n = 164, Mage = 47.16 years) more often mention undesirable behaviors (e.g., “irresponsible”) than desirable behaviors (e.g., “creative”). Despite these dominantly negative associations, priming adolescents with positively versus negatively framed statements about adolescent brain development did not influence their subsequent risk-taking, impulsivity, and performance on response-to-failure tasks. However, we did find a more nuanced effect, related to how much adolescents agreed with the negative versus positive priming statements: Adolescents' negative beliefs about adolescent brain development reinforced negative behaviors by increased risk-taking behaviors, and adolescents' positive beliefs reinforced positive behaviors by using positive strategies to cope with academic setbacks. The current findings underline the impact of views that build up over time and that these are not easily influenced by a one-time instance of information but rather reinforce the impact of new information. To prevent negative perceptions of the teenage brain from becoming self-fulfilling prophecies, it is important that communication about adolescent neurocognitive development is framed in a more balanced way. Neuroscientists need to be more aware of how their research impacts the real world, before we are fully ready for “real-world neuroscience.”
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Wekerle, Christine, Randall L. Waechter, Eman Leung, and Monika Leonard. "Adolescence: A Window of Opportunity for Positive Change in Mental Health." First Peoples Child & Family Review 3, no. 2 (May 20, 2020): 8–16. http://dx.doi.org/10.7202/1069457ar.

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Adolescence is a period of development characterized by risk-taking, sensation-seeking, emotionally-influenced and independence-seeking behaviours. There is a move away from family and towards the social influences of peer groups. Emotionally-driven behaviours may override adolescents’ higher cognitive functioning during this time. Especially vulnerable are youth who have been the victim of high-impact trauma or chronic abuse and neglect. Specifically, the posttraumatic stress symptomatology that is often associated with experiences of abuse and neglect may impair the ability of youth to cope during this developmental period. This is where intervention by community workers may be used to support teens with a history of maltreatment, as they develop from children to adolescents and, finally, to adults. Part of such intervention includes violence prevention in families and in teen dating relationships, as well as directly addressing posttraumatic stress disorder symptomatology. This critical developmental period of adolescence presents community workers with an opportunity to intervene and guide the development of these youth, building upon resiliency factors, such as areas of individual mastery and empowerment and participation within the community. Aboriginal youth with a history of maltreatment present a special case for community workers. These youth have been subjected to intense acculturation pressures that do not exist for other adolescent populations, which create unique problems during their transition to adulthood. In order to intervene in the most effective manner, it is necessary to understand the psychological and physiological developmental processes that are unfolding in the adolescent brain. We discuss adolescent development in general and among Aboriginal adolescents, in particular. We present ways to support both groups through these challenging periods that are empirically-based and supported by research.
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Barcelata-Eguiarte, Blanca, and Diego Rivas-Miranda. "Bienestar psicológico y satisfacción vital en adolescentes mexicanos tempranos y medios / Psychological well-being and life satisfaction in Mexicans at early and mid-adolescence." Revista Costarricense de Psicología 35, no. 2 (December 16, 2016): 119. http://dx.doi.org/10.22544/rcps.v35i02.04.

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<p><em><strong>Español</strong></em></p><p>Con base en la perspectiva del Desarrollo Positivo del Adolescente, el objetivo de este estudio fue analizar la contribución de las dimensiones del bienestar psicológico sobre la satisfacción vital en adolescentes mexicanos tempranos y medios. Participaron de manera voluntaria 572 estudiantes de 13 a 18 años de edad (Medad=15.24; DE=1.90) de escuelas secundarias y bachilleratos públicos de la Zona Metropolitana de la Ciudad de México. Se aplicó una Cédula Sociodemográfica del Adolescente y su Familia, la Escala del Bienestar Psicológico para Adolescentes y la Escala de Evaluación Afectivo-Cognitiva de la Vida. Los adolescentes presentaron valores por arriba de la media en el bienestar psicológico y la satisfacción vital. Se encontraron relaciones significativas entre las dimensiones del bienestar psicológico y la satisfacción vital. La autoaceptación y el autocontrol predicen la satisfacción tanto en adolescentes tempranos como medios, aunque las relaciones positivas y el propósito de vida fueron predictores significativos en los primeros y los planes a futuro en los segundos. Estos hallazgos podrían orientar el diseño de programas para promover el bienestar psicológico y la satisfacción vital considerando las etapas del desarrollo de la adolescencia.</p><p><strong><em>English</em></strong></p><p><span>Based on the Positive Development of Youth perspective, the aim of this study was to analyse the contribution of psychological well-being and its dimensions on life satisfaction in early and middle adolescence. Participants were 572 students, aged 13 to 18 years (Mage=15.39; SD=1.90), from public high and senior-high schools in the Mexico City Metropolitan Area. The Adolescent and Family Sociodemographic Schedule, Psychological Wellbeing Scale, and Affective-Cognitive Life Evaluation Scale were administered. The adolescents studied showed values above the mean for both, psychological well-being and life satisfaction. Significant relationships between the dimensions of psychological well-being and life satisfaction were found. Self-acceptance and self-control predicted life satisfaction for both early and middle adolescents; however, positive relationships and life purpose, were predictors of life satisfaction for early adolescents, whereas future plans were a predictor for middle adolescents’ life satisfaction. These findings could help in designing programs to promote well-being and life satisfaction according to adolescent developmental stages.</span></p>
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Avdeeva, N. N., and B. A. Hoffman. "Current research on adolescents’ relationships with parents." Современная зарубежная психология 8, no. 4 (2019): 69–78. http://dx.doi.org/10.17759/jmfp.2019080407.

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The article is based on the materials of foreign sources and discusses the current trends in the relationship of adolescents and their parents. The following problems are discussed: influence of upbringing styles and parental attitudes on various aspects of psychological development of adolescents; contribution of relationships with parents and peers into social and personality development in adolescence; peculiarities of teenagers’ attachments to parents; child-parent conflicts. The recent studies of family education and its influence on psychological development confirm the positive role of authoritative parenting style, the negative impact of rigid parenting style on adolescent aggression and so on. It is shown that excessive parental control does not contribute to the development of self-esteem and increases self-criticism in adolescent girls. In relatively new researches devoted to "technoference" the negative impact of technical means (phone, gadgets) on interaction between parents and children is shown. The article stresses the importance of attachment to parents in adolescence; the role of the quality of attachment in formation of autonomy; capacity to solve problems and cope with difficulties associated with Internet addiction; aggression and school performance. The article also presents studies of positive and negative aspects of the impact of conflict with parents on the personality development of adolescents, gender differences in behavior during the conflict between mother and father, the contribution of marital conflicts to psychological development in adolescence.
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Galambos, Nancy L., and Bonnie J. Leadbeater. "Trends in adolescent research for the new millennium." International Journal of Behavioral Development 24, no. 3 (September 2000): 289–94. http://dx.doi.org/10.1080/01650250050118268.

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This article highlights several promising trends in research on adolescence and discusses the likely future course of several recent developments in adolescent research. Current trends include a focus on the transition to young adulthood, the increasing examination of the context and co-occurrence of adolescent problems, and emphasis on the resilience of adolescents in high-risk circumstances. There is a strong need for more research on the cognitive and neurocognitive gains and changes of adolescence and on positive psychosocial behaviours and outcomes for youth. We are just beginning to understand within-group differences in adolescent development, including the life experiences of minority youth, adolescents with disabilities, and homosexual adolescents. The impact of social context and social change on adolescents is also receiving more attention. Methodological approaches likely to be seen more in the future include the use of pattern-centred analyses to complement traditional variable-centred approaches and a greater appreciation for qualitative data analysis as a route to gaining insights into adolescent development. Finally, university-community partnerships are promoted as a way to solve the problems of youth and improve the probability of their healthy futures.
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Yu, Mark Vincent B., Haley E. Johnson, Nancy L. Deutsch, and Shannon M. Varga. "“She Calls Me by My Last Name”: Exploring Adolescent Perceptions of Positive Teacher-Student Relationships." Journal of Adolescent Research 33, no. 3 (December 28, 2016): 332–62. http://dx.doi.org/10.1177/0743558416684958.

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Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of “free” and “same-level” conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents’ developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.
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Ferrari, Lea, Laura Nota, Donna E. Schultheiss, Graham B. Stead, and Brittan L. Davis. "Validation of the Childhood Career Development Scale Among Italian Middle School Students." Journal of Career Assessment 26, no. 4 (August 29, 2017): 732–48. http://dx.doi.org/10.1177/1069072717727483.

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During early adolescence, individuals engage in exploring educational opportunities, beginning to develop a career identity, contemplate future careers, and make tentative career decisions. Choices made during this period may have a strong effect on one’s academic and career future, and in many countries, young adolescents must make important and sometimes final academic and career choices that impact the rest of their lives. Despite this, research on early adolescence is severely lacking. To address this gap, a validation study of the Childhood Career Development Scale (CCDS) was conducted with a young adolescent Italian sample. Consistent with previous research with younger samples, support was found for an eight-factor structure of the CCDS. Convergent validity was supported by positive associations with exploration, students’ ideas, attitudes, and behaviors regarding their academic and career future and career self-efficacy. These findings support Super’s dimensional model of childhood career development through early adolescence as originally theorized.
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Hidayati, Eni, Novy Helena Catharina Daulima, and Ice Yulia Wardani. "Increased The Adolescent Self-Identity Using The Peplau-Erickson-Stuart Model." South East Asia Nursing Research 1, no. 3 (December 30, 2019): 128. http://dx.doi.org/10.26714/seanr.1.3.2019.128-136.

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Without proper stimulation, self-identity formation in adolescents may lead to inferiority, and further to the mental health problem. It is important to give positive stimulation for adolescents and psychoeducation for the family properly and effectively to improve adolescence identity development. As we know, adolescence is a period of age which is considered to be problematic and crucial for them to set their remarkable foundation regarding the interaction with the surrounding people and environment. This research was aimed to find out the result of therapeutic group therapy for adolescent and family psychoeducation toward the improvement of adolescence development. A case report was used as the method of the research, in which 5 clients were given health education care according to the problem faced by the family during the adolescence development stimulation. The special therapy given was the adolescence therapeutic group therapy and family psychoeducation. The result of therapeutic group therapy is the ability to improve family and adolescence self-identity development within the 10 aspects of adolescence stage; biological, psychosexual, cognitive, language, moral, spiritual, emotional, psychosocial, talent, and creativity. The result of the research was expected to be an input for the Department of Health, especially for the administrator of the community health program in dealing with adolescence mental problems. The research is also expected to be the evidence-based practice in the community of mental health nursing.
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Tavares, Dioní­sia, and Teresa Freire. "Flow experience, attentional control, and emotion regulation: contributions for a positive development in adolescents." PSICOLOGIA 30, no. 2 (December 7, 2016): 77–94. http://dx.doi.org/10.17575/rpsicol.v30i2.1119.

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Research has shown that optimal experiences lead to positive development outcomes. Adolescence is a critical period for the engagement in daily optimal experiences, namely, flow experience, since it is a period of experimentation and definition of interests. Adolescents are more willing to attend new challenges and develop new skills, finding more opportunities within contexts to develop engaged and happy lives. In this article, we review the major findings of the impact of flow experience in adolescents’ lives and positive development, and the individual and contextual factors associated with this psychological state of consciousness. We specifically relate attentional control and emotion regulation concepts to flow experience. We discuss the possible link between flow and these self-regulation abilities and its potential for positive adolescent development. Finally, we make some conclusions and suggest new lines for future research concerning predictors of flow experience within a social and ecological framework.
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Dissertations / Theses on the topic "Positive development in adolescence"

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Duell, Natasha Tahrgol. "Positive Risk Taking in Adolescence." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/513529.

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Psychology
Ph.D.
Adolescents evince a more heightened propensity for risk taking than children and adults. This propensity can be directed toward negative (e.g., illegal or health-compromising) or positive (e.g., socially acceptable and beneficial) risk behaviors. Much existing research on adolescent risk behavior focuses on negative risk taking due to the public health implications of engaging in these behaviors. However, it is also important for society to promote youth engagement in positive risk behaviors that may benefit the well-being of adolescents and those around them. The present study explored positive risk taking in a sample of 164 American adolescents (45% female) ages 16-20 (M = 17.9; SD = .72). There were three central aims: (1) develop a reliable self-report measure of positive risk taking and examine its association with self-reports of negative risk taking and several behavioral measures of risk taking; (2) explore the extent to which previously established psychological correlates of negative risk taking are also associated with positive risk taking; (3) determine whether positive risk taking is associated with indicators of positive functioning, such as academic orientation, grit, and mental health. Results indicated that positive risk taking was associated with greater self-reported negative risk taking, and greater risk taking, feedback learning, and punishment sensitivity on experimental risk taking tasks. Although positive risk taking was not associated with grit or internalizing symptoms, positive risk taking was positively associated with stronger school engagement and better school performance. Future directions and applications to positive youth development programming are discussed.
Temple University--Theses
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Hedvat, Atara Tatelman. "Family and Contextual Variables as Predictors of School Engagment and Developmental Outcomes in Adolescence." Thesis, Boston College, 2008. http://hdl.handle.net/2345/615.

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Thesis advisor: Jacqueline Lerner
Previous research has found higher levels of school engagement to be related to various positive outcomes such as higher academic achievement, higher levels of competence, lower depression, and better personal adjustment. Overall, there is strong evidence to suggest a broad positive association between school engagement and a variety of academic, social, and emotional outcomes. However, existing work has certain limitations and some important questions remain to be addressed. In an effort to address the limitations of previous research, this study aimed to establish the within and across time relationships between family and contextual variables and school engagement. The sample for this longitudinal study included 596 students who were part of the 4-H Study of Positive Youth Development. These students were first surveyed in the fifth grade and completed subsequent questionnaires in the 6th and 7th grade (44% male; 56% female). In addition to the CES-D, several scales were constructed from the broad array of measures used in the 4-H study. The goals of this research were to identify the within and across time family and contextual predictors of school engagement, the predictors of the emotional and cognitive outcomes that result when adolescents are engaged in school, and to determine whether school engagement acts as a mediator between the variables of school climate, teacher support and parental involvement and the outcomes of grades, perceived academic competence, depression, educational aspirations, and educational expectations. The effects of gender, SES, and race were also examined. Statistical tools including regression analysis and tests of mediation were used. The findings indicated that the predictors of school engagement varied for 5th, 6th, and 7th graders in this sample. The changing predictors of school engagement and thus, the ways in which school engagement mediated the relationships between family and contextual variables and developmental outcomes demonstrated the fluidity of the adolescent and their changing needs and influences. These findings also illustrated the value of the longitudinal design of this study
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Applied Developmental and Educational Psychology
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Gilbert, Rachel. "Promoting positive identity development in young people." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13756/.

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Little research has looked in detail at the subjective experience of adolescents who have been admitted to psychiatric hospital and the potential impact of this on their developing identity. This study aimed to construct a theory of the perceived impact of hospitalisation on the identity of young people admitted to a psychiatric ward, the ways young people might manage threats to their identity and any perceived impact of diagnosis. Nine young people aged 15-17 were interviewed in depth about their experience of admission and any perceived impact on their identity. Young people were current in-patients or ex-patients attending follow-up treatment in the community. Grounded theory methodology was employed in this study. A preliminary model is proposed showing the process from admission to post-discharge with hypothesised impacts on personal and social identity at each stage. Positive outcomes were associated with an improved sense of self and self-efficacy. In contrast, the development of an “illness” explanation for one’s difficulties while in hospital may be a risk for a more negative self-concept and a less favourable future outlook. The study concluded that longitudinal research is required to ascertain long-term outcomes of the proposed model. Emphasizing psychological formulation may ameliorate the perception of individual ‘deficit’ that appeared to be associated with diagnosis.
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Morris, Stacy Lynn. "Adolescent Girls’ Contributions to Community and Society: Exploring Perceptions, Goals and Motivations." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108110.

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Thesis advisor: Jacqueline V. Lerner
Youth contribution is important to the development of a healthy society (Lerner, Dowling et al., 2003; Schmid & Lopez, 2011). As youth develop on positive trajectories, they engage in higher rates of contribution to self, family, community, and civil society (Lerner, 2004). Many youth believe it is important to participate in contribution-oriented activities, but not many are involved in personally meaningful forms of contribution (Hershberg et al., 2014; Zeldin et al., 2013). In order to engage youth in contribution, and thereby increase the likelihood that they will continue to contribute into adulthood, it is important to understand the processes involved in contribution, the ways in which adolescents experience contribution, and how they conceptualize their role in giving back to the community. In the present research, I addressed the following questions: 1) How do adolescent girls experience contribution in their lives? (a) In which contribution-related activities are they involved? (b) What beliefs do they have about contribution? (2) How do adolescent girls direct their contribution goals or efforts? To whom do they contribute, or want to contribute? (3) What motivations are associated with contribution goals or efforts for adolescent girls? Through in-depth semi-structured qualitative interviews, I investigated adolescent contribution in nine adolescent girls in high school. This subsample of participants is drawn from the Connecting Adolescents’ Beliefs and Behaviors (CABB) Study (Lerner & Johnson, 2014), a longitudinal investigation of youth character development in adolescent students in the New England area. I analyzed the interviews using the Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2006), a method for analysis of qualitative texts. I derived many themes from these texts to address my research questions. Youth expressed a range of contribution experiences, including how they conceptualize what counts as making a contribution. Participants directed their contributions in accordance with their personal social identifications, their future career goals, and people seen as generally “less fortunate.” Youth expressed multiple intrinsic and extrinsic motivators for contributing and wanting to contribute in the future. Implications for future research, programming and policy will be discussed
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.

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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
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Shaw, Stephanie. "Targeting risk and protective factors in early adolescence : a school-based approach to promoting positive development /." [St. Lucia, Qld.], 2007. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20087.pdf.

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Milot, Alyssa. "Positive Youth Development as a Framework for Examining the Relationships Between Conformity to Gender Norms, Social Support, and Adolescent Mental Health." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3805.

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Thesis advisor: James Mahalik
The mental health issues of depression and substance abuse are a major public health concern in the U.S. The timing of the onset of depression and substance use is critical to the lifelong prevalence of these issues (e.g., Gayman, Lloyd, and Ueno, 2011). Symptoms of depression during adolescence are associated with major depressive episodes during adulthood (e.g., Pine, Cohen, Johnson, Brook, 1999). Alcohol use during adolescence has been linked to substance abuse in young adulthood (Griffin, Bang, and Botvin, 2010) and adulthood (Chung and Martin, 2011). Due to the influence that adolescent depression and alcohol use has on lifelong development, potential factors related these outcomes during adolescence are essential to examine. The Five C's model of positive youth development (PYD) provided a framework for the current study to understand how internal (e.g., conformity to gender norms) and external (e.g., social support) characteristics of an individual lead to the development of personal qualities of PYD, which in turn are associated with behaviors (e.g., depression, alcohol use; Lerner et al., 2005). A sample of 642 high school students from several Catholic high schools in the Northeast was utilized for the analyses. T-tests indicated that females report greater depressive symptoms compared to males, but no gender differences in alcohol use. Regression analyses indicated significant relationships between greater conformity to feminine norms and decreased alcohol use and increased social support and PYD. Conformity to masculine norms was associated with decreased social support and PYD. The current study expands the existing body of literature by including internal characteristics involving identity such as conformity to gender norms in the Five C's model of PYD and examining both the benefits and costs of one's gender, conformity to gender norms, and social support on PYD, depression, and alcohol use during adolescence. The findings suggest that gender, conformity to gender norms, and social support contribute to the adolescent outcomes of PYD, depression, and alcohol use, which have clinical and developmental implications
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Irving, Carmen Marie. "PARENT-CHILD CONNECTEDNESS AND ITS CONTRIBUTORS AS PREDICTORS OF POSITIVE YOUTH DEVELOPMENT DURING EARLY ADOLESCENCE: A LONGITUDINAL ANALYSIS." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373587741.

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Oberle, Eva. "Positive development in early adolescence : the importance of supportive adults and social competencies for well-being and academic success." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44229.

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Social and emotional well-being and academic achievement are key indicators for positive development and resilience in early adolescence. Central assets fostering positive development include contextual assets (e.g., supportive relationships) and personal assets (e.g., social and emotional competencies). Three studies were conducted to explore the relative importance of positive relationships for social and emotional well-being and academic achievement during early adolescence, and whether social and emotional competencies predict academic achievement longitudinally. Study 1 was a population-based cross-sectional study investigating family, school, and neighbourhood support in relation to social and emotional well-being and academic achievement in a socioeconomically (SES) diverse sample of 3,026 4th graders. All contextual assets positively predicted students’ well-being in a regression analysis. A significant interaction between SES and school support indicated that school support had a protective function for low SES students; a significant interaction between SES and family support indicated that family support was more important than SES in predicting students’ well-being. Furthermore, SES and family support were positive predictors of both reading and math achievement. Study 2 investigated the relative importance of personal (optimism) and contextual (positive peer relationships and home, school, and neighbourhood support) assets for life satisfaction in a cross-sectional sample of 1,402 4th to 7th graders. Multilevel modeling analyses suggested that optimism and the four contextual variables significantly and positively predicted life satisfaction. School and neighbourhood support aggregated at the school level significantly predicted life satisfaction beyond their significant role at the individual, non-aggregated level. Study 3 was a short-term longitudinal study examining social and emotional competencies in 461 6th grade students as predictors of academic achievement in grade 7. Regression analyses revealed that social responsibility goals positively predicted reading achievement for boys only. Moreover, teacher-rated social-emotional skills positively predicted reading achievement for both boys and girls. With regard to math, only teacher-rated social-emotional skills predicted academic achievement. The importance of investigating social and emotional well-being and competence in conjunction with personal and contextual assets in early adolescence is discussed. Theoretical and practical implications of the findings along with the strengths and limitations of the three studies are put forth.
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McDermott, Beverley E. "Promoting Positive Development: Family Processes and Risk Behavior Among Adolescents." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/577.

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The present study is designed to address the problem of risk behaviors among adolescents, in an effort to promote positive developmental trajectories. Previous studies have resulted in divergent findings pertaining to the predictors of adolescent engagement in risk behaviors. In addition to considering this divergence, the focus of the study is the nature of bidirectional individual ó contextual relationships and their influence on adolescent engagement in risk behaviors. The study tested two models that considered whether parent-adolescent relationship or peer relationship mediated the relation between theory and research-based predictors and the endogenous variable, co-occurring substance use and sexual activity. Participants were 396 demographically diverse multi-problem adolescents from an archived dataset derived from an HIV risk reduction outpatient treatment program for alcohol and other drug use. Participants responded to questions that measured family structure, parent-adolescent relationship quality and communication, religiosity, school connectedness, peer relationship, and engagement in substance use and sexual activity. The study found that the model with peer relationship as the mediator fit the data better than the model with the parent-adolescent relationship mediator, and that the mediated model provided a better fit to the data than direct relations between the exogenous and endogenous variables. The results suggested also that primary caregiver was not a significant predictor of adolescent participation in co-occurring substance use and sexual activity. The present study provides a holistic theoretical and conceptual framework that highlights a constellation of factors determined to contribute significantly to co-occurring substance use and sexual activity, and thereby reshape existing models of risk behavior among adolescents.
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Books on the topic "Positive development in adolescence"

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Shek, Daniel T. L., Joav Merrick, and Rachel C. F. Sun. Positive youth development: Theory, research, and application. Hauppauge, N.Y: Nova Science Publisher's, 2012.

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Shek, Daniel T. L., Hing Keung Ma, and Joav Merrick. Positive youth development: A new school curriculum to tackle adolescent developmental issues. Hauppauge, New York: Nova Science Publisher's, Inc., 2012.

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SHEK, Daniel T. L., and Rachel C. F. Sun, eds. Development and Evaluation of Positive Adolescent Training through Holistic Social Programs (P.A.T.H.S.). Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-54-3.

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Lerner, Richard, Francine Jacobs, and Donald Wertlieb. Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent, and Family Development Through Research, Policies, and Programs. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2003. http://dx.doi.org/10.4135/9781452233642.

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What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York: Springer, 2005.

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Batchelor, Helen A. Nutrition education and the development of positive attitudes towards the prevention of obesity in adolescents. [Guildford]: [University of Surrey], 1987.

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Bowers, Edmond P., G. John Geldhof, Sara K. Johnson, Lacey J. Hilliard, Rachel M. Hershberg, Jacqueline V. Lerner, and Richard M. Lerner, eds. Promoting Positive Youth Development. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1.

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Deborah, Vandell, and Bornstein Marc H, eds. Development: Infancy through adolescence. Belmont, CA: Wadsworth Cengage Learning, 2011.

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McLean, Kate C., and Monisha Pasupathi, eds. Narrative Development in Adolescence. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-89825-4.

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Ferber, Thaddeus. Positive youth development: State strategies. Denver, Colo: National Conference of State Legislatures, 2005.

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Book chapters on the topic "Positive development in adolescence"

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Hendry, Leo B., and Marion Kloep. "Towards a New Positive Theory of Human Development." In Adolescence and Adulthood, 146–57. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36407-3_9.

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Freire, Teresa. "Leisure Experience and Positive Identity Development in Adolescents." In Positive Leisure Science, 61–79. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5058-6_4.

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Donlan, Alice E., Alicia D. Lynch, and Richard M. Lerner. "Peer Relationships and Positive Youth Development." In Advancing Responsible Adolescent Development, 121–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1_7.

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Bowers, Edmond P., Sara K. Johnson, Daniel J. A. Warren, Jonathan M. Tirrell, and Jacqueline V. Lerner. "Youth–Adult Relationships and Positive Youth Development." In Advancing Responsible Adolescent Development, 97–120. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1_6.

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Chase, Paul A., Daniel J. A. Warren, and Richard M. Lerner. "School Engagement, Academic Achievement, and Positive Youth Development." In Advancing Responsible Adolescent Development, 57–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1_4.

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Geldhof, G. John, Edmond P. Bowers, Megan K. Mueller, Christopher M. Napolitano, Kristina Schmid Callina, Katie J. Walsh, Jacqueline V. Lerner, and Richard M. Lerner. "The Five Cs Model of Positive Youth Development." In Advancing Responsible Adolescent Development, 161–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1_9.

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Romer, Daniel, and David Hansen. "Positive Youth Development in Education." In The Palgrave Handbook of Positive Education, 75–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_4.

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AbstractPositive youth development (PYD) is an approach to child and adolescent education that provides resources in the school and community to enable youth to reach their full potential and to flourish in a democratic society. The approach draws on various disciplines and legacies in its practices and approaches, ranging from school curricula to out-of-school activities that have long traditions, such as scouting and 4-H clubs. We take note of the philosophical tradition stemming from Aristotle that prioritized acquiring various virtues as the path to human happiness and how virtues of justice, temperance, courage, and prudence are the focus for many present-day programs under the umbrella of PYD. We review the dominant theories of PYD as well as school programs that have been developed to encourage PYD, including social-emotional learning, character education, civics education, and service learning. We also examine the effects of out-of-school programs on PYD outcomes. We conclude with the prospects for PYD and the challenges that remain for its future development.
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Deb, Sibnath. "Efficacy of Reproductive and Sexual Health Education for School-Going Adolescents." In Positive Schooling and Child Development, 185–203. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0077-6_10.

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Jelicic, Helena, Deborah L. Bobek, Erin Phelps, Richard M. Lerner, and Jacqueline V. Lerner. "Using Positive Youth Development to Predict Contribution and Risk Behaviors in Early Adolescence." In Individuals as Producers of Their Own Development, 204–25. New York, NY : Routledge, 2021. | Series: World library of psychologists: Routledge, 2021. http://dx.doi.org/10.4324/9781003089407-15.

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Bowers, Edmond P., G. John Geldhof, Sara K. Johnson, Lacey J. Hilliard, Rachel M. Hershberg, Jacqueline V. Lerner, and Richard M. Lerner. "Applying Research About Adolescence in Real-World Settings: The Sample Case of the 4-H Study of Positive Youth Development." In Advancing Responsible Adolescent Development, 1–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17166-1_1.

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Conference papers on the topic "Positive development in adolescence"

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Bobrova, Larusa. "POSITIVE AND NEGATIVE ASPECTS OF THE SOCIAL MEDIA INFLUENCE ON VALUE ORIENTATIONS IN ADOLESCENCE." In Trends in Development of Innovative Scientific Research in the Context of Global Changes. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-076-6-22.

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Wallace, Elliot, Li-Hui Chu, and Jason Ramirez. "An Examination of Relationships Between Mental Health Symptoms, Marijuana Use Motives, and Marijuana Use Outcomes Among Late Adolescents in Washington State." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.13.

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Adolescence is a critical period of development which can be affected by the initiation and escalation of marijuana use. Examining risk factors of marijuana misuse among adolescents is a public health priority. Previous research examining depression and anxiety as risk factors for marijuana use among young adults is mixed. Some studies found a positive relationship between mental health symptoms and marijuana use, while other studies have found gender-specific relationships or no relationship at all. Despite this research, little is known regarding mental health symptoms and marijuana use among adolescents. The aims of current analysis were to 1) examine associations between mental health symptoms and marijuana use behavior among adolescents, and 2) examine coping motives as a moderator of the relationship between mental health symptoms and marijuana outcomes. The current study included 170 late adolescents (15-18 years old, Mage = 16.86, SDage = 0.94, 50% female) recruited from Washington State. The sample was stratified by gender and marijuana use such that participants ranged from never using marijuana to reporting heavy, regular marijuana use. Participants were asked to complete three online assessments over the course of six months. Data described here come from the first online assessment. This included a 4-item measure of mental health symptoms (depression and anxiety) in the past 2 weeks, in addition to measures of marijuana use, marijuana-related consequences, and marijuana use motives. A series of initial linear regression models that controlled for age and sex found that mental health symptoms were not significantly associated with typical marijuana use (p > .05) but were significantly positively associated with marijuana-related consequences (β = 0.33, p < .001). Additional models that also included coping motives found that stronger endorsement of using marijuana to cope with negative affect was associated with more hours high in a typical week (β = 0.25, p < .05) and more marijuana-related consequences (β = 0.24, p < .05). There were no significant interactions between coping motives and mental health symptoms in predicting either marijuana use or consequences (ps > .05). The findings suggest that adolescents who report more mental health symptoms do not necessarily use more marijuana than those who report fewer symptoms, but may be at greater risk for experiencing negative consequences as a result of their usage. Additionally, the results suggest a stronger endorsement of using marijuana to cope with negative affect is related to greater marijuana use and risk for experiencing negative consequences. No evidence of moderation was found suggesting the relationships between mental health symptoms and marijuana use outcomes do not vary as a function of coping motives. Screening during adolescence for early signs of mental health symptoms to predict risk may be beneficial towards preventing negative outcomes and providing early interventions for marijuana misuse.
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Tran, Thu Huong, Thi Ngoc Lan Le, Thi Minh Nguyen, and Thu Trang Le. "RELATIONSHIPS BETWEEN MODELS OF FAMILY EDUCATION AND DEVIANT BEHAVIORS AMONG TEENAGERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact031.

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"Background: An important predictor of adolescents’ developmental outcomes is a model of family education, described in terms of parental behaviors. Various parental behaviors were strongly associated with increasing risk of deviant behaviors at school. Methods: The study was conducted on 566 adolescents, comprising 280 males (49.5%) and 286 females (50.5%), of grade 11th and 12th, of age rang 16-17 years from different government colleges in Vietnam. There were 2 self-reported scales to be used: Parental behavior scale; Adolescent deviant behaviors; Data was analyzed by using reliability analysis to examine the psychometric properties of the scales. Results: There was a strong, negative correlation between school deviant behaviors in adolescents and the parental support model (with rfather =-.53, rmother =-.61, p-value <.01); a strong, positive correlation between the school deviant behaviors and the parental psychological control model (with rmother =.45 and rfather =.47, p-value<.01). Conclusions: In family education, positive behaviors used by parents such as supportive, warmth and moderate control would have a positive impact on the adolescent’s behavioral development; conversely, parents’ psychological control would negatively affect and give rise to deviant behaviors among adolescents."
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Islami, Shilfia Ulfa, Hanung Prasetya, and Bhisma Murti. "Factors Affecting Smoking Behavior High School Children in Dumai, Riau: Application of Theory Planned Behavior." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.66.

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Background: Smoking in adolescents has negative effects on their health. Exposure to nicotine during adolescence has lasting effects on brain development. They are also at risk of asthma and impaired lung function, with a knock-on effect on their participation in physical activities. This study aimed to determine factors affecting smoking behavior high school children in Dumai, Riau. Subjects and Method: A cross sectional study was conducted at 23 Senior high schools and 12 Junior high schools in Dumai, Riau, Indonesia, from September to October 2019. A sample of 200 male adolescents aged 12-18 years was selected by stratified random sampling. The dependent variable was smoking behavior. The independent variables were family income, pocket money, media exposure, peer, parental role, intention, attitude, subjective norm, and perceived behavior control. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Smoking behavior increased with high family income (OR= 4.85; 95% CI= 1.10 to 21.41; p= 0.037), high pocket money (OR= 10.34; 95% CI= 2.32 to 45.91; p= 0.002), high media exposure (OR= 8.03; 95% CI= 1.79 to 35.92; p= 0.006), peer (OR= 8.86; 95% CI= 1.76 to 26.66; p= 0.012), smoking parents (OR= 7.91; 95% CI= 1.84 to 34.04; p= 0.005), and positive attitude (OR= 10.5; 95% CI= 2.22 to 49.79; p= 0.003). Smoking behavior decreased with weak perceived behavior control (OR= 0.11; 95% CI= 0.02 to 0.50; p= 0.004), weak intention (OR= 0.03; 95% CI= 0.005 to 0.22; p<0.001), and weak subjective norm (OR= 0.06; 95% CI= 0.01 to 0.38; p=0.005). Conclusion: Perilaku merokok pada remaja dipengaruhi oleh pendapatan orang tua, uang saku, paparan media, teman sebaya, pengaruh orang tua, sikap, persepsi kendali perilaku, niat, dan norma subjektif. Keywords: smoking behavior, adolescents Correspondence: Shilfia Ulfa Islami. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: shilfiaulfa17@gmail.com. Mobile: 085219722029. DOI: https://doi.org/10.26911/the7thicph.02.66
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Kostina, Anna Aleksandrovna. "Constructive Principles of Pedagogical Support for the Formation of a Reflexive Position of Students of Early Adolescence." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-553082.

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The article based on analysis of pedagogical and psychological literature to identify early adolescence as a sensitive period for the development of basic sociogenic potencies of human. The results of ascertaining stage of the experiment to determine the level of reflection of first-year students. The author proves the necessity of pedagogical support of first-year students based Based on the analysis of psychological and pedagogical literature and empirical material. The author offers constructive principles for effective pedagogical support of the forming reflexive position of first-year students
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Petryaeva, T. A. "THE ROLE OF THE BIOGRAPHICAL METHOD IN OVERCOMING THE NEGATIVE CONSEQUENCES OF THE SOCIALIZATION OF TEENAGERS IN THE DIGITAL SOCIETY." In Digital society: problems and prospects of development. Voronezh State University of Forestry and Technologies named after G.F. Morozov, Voronezh, Russia, 2021. http://dx.doi.org/10.34220/dsppd2021_39-46.

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The article examines in detail the social changes that affect the formation of personality, the influence of artificial intelligence and the media on the life of a modern person and a teenager in the process of socialization, and possible negative consequences. The author examines the problem of moral deformation in adolescents caused by certain features of the digital society, while analyzing the positive experience of using the biographical method in European countries on the example of Germany. The article also describes an experiment conducted on the bases of general education institutions of the city of St. Petersburg, summarizes its results, proving the effectiveness of the use of biographical material in the domestic education system.
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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
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Nazarenko, L. D., E. E. Panova, and O. V. Shinkarenko. "DYNAMICS OF MOTIVATION TO EXERCISE IN ADOLESCENTS AGED 12–14 YEARS." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/39.

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Physical education activities have significant resource potential positive impact on children and adolescents, allowing not only to adjust but successfully programming the targeted development of intellectual (perception, attention, memory, thinking), ethical-volitional and moral (independence, responsibility, hard work, honesty, commitment) qualities; to increase the level of physical fitness, improve health indicators. The article theoretically and experimentally substantiates the importance of managing the motivational sphere of adolescents aged 12–14 years to engage in physical culture and sports at the place of residence.
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Tolstova, Tatiana Vladimirovna. "Adolescents' constructive position development through tourism." In II International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463077.

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Reports on the topic "Positive development in adolescence"

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Loughlin, Patrick J. Positive Time-Frequency Distributions: Development and Applications. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada328843.

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Cheng, Yen-hsin Alice, and Nancy S. Landale. Teen overweight, weight stigma, and intimate relationship development from adolescence to young adulthood. Rostock: Max Planck Institute for Demographic Research, February 2010. http://dx.doi.org/10.4054/mpidr-wp-2010-008.

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Hardani, Rika, Danisya Primasari, and Diana Setiyawati. Protocol for a Scoping Review Study to Identify The Effects of Parenting on Development of Grit During Adolescence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2020. http://dx.doi.org/10.37766/inplasy2020.12.0133.

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Kim, Hong Joo, and Dafna Bar-Sagi. Identification of the Role of MnSOD in EGFR-Positive Breast Cancer Development. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada438424.

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Kim, Hong J., and Dafna Bar-Sagi. Identification of the Role of MnSOD in EGFR-Positive Breast Cancer Development. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada427130.

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Archer, Herbert, and Dafna Bar-Sagi. Identification of the Role of MnSOD in EGFR-Positive Breast Cancer Development. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada418348.

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Hardani, Rika, and Diana Setiyawati. The Effects of Parenting on Development of Grit During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2020. http://dx.doi.org/10.37766/inplasy2020.10.0109.

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Stracuzzi, Nena, and Meghan Mills. Teachers matter: feelings of school connectedness and positive youth development among Coos County youth. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.122.

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Sharp, Erin. Out-of-school time matters: activity involvement and positive development among Coos County youth. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.92.

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Bean, Corliss Bean, and Sara Kramers Kramers. Game On: Sport Participation As A Vehicle For Positive Development For Youth Facing Barriers. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), January 2017. http://dx.doi.org/10.15868/socialsector.33745.

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