Готові списки джерел за темами / Youth psychosocial development

Добірка наукової літератури з теми "Youth psychosocial development"

Автор: Grafiati
Опубліковано: 15 вересня 2021
Оновлено: 1 лютого 2022

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Звіти організацій

Статті в журналах з теми "Youth psychosocial development":

1

Beckert, Troy E., Chien-Ti Lee, and Carrie L. Ota. "Correlates of Psychosocial Development for Taiwanese Youth." Journal of Cross-Cultural Psychology 46, no. 6 (April 23, 2015): 837–55. http://dx.doi.org/10.1177/0022022115583896.

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2

Yeung, Jerf W. K. "Family Processes, Parenting Practices, and Psychosocial Maturity of Chinese Youths: A Latent Variable Interaction and Mediation Analysis." International Journal of Environmental Research and Public Health 18, no. 8 (April 20, 2021): 4357. http://dx.doi.org/10.3390/ijerph18084357.

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Development of psychosocial maturity has profound implications for youths’ well-being and positive development in the long run. Nevertheless, little research has investigated the way family socialization contributes to youths’ psychosocial maturity. Both the concepts of family socialization and psychosocial maturity are multifaceted and latent, which may lead to biased results if studied by manifest variables. Also, no existing research has discovered how different family socialization components interact latently to contribute to youths’ psychosocial maturity. The current study, based on a sample of 533 Chinese parent-youth dyads, examined the effects of family socialization by positive family processes and authoritative parenting, and their latent interaction in an integrated moderation and mediation modeling framework on Chinese youths’ psychosocial maturity. Results showed that both positive family processes and authoritative parenting, and their latent interaction significantly predicted the higher psychosocial maturity of Chinese youths. Authoritative parenting acted as a mediator for the relationship between positive family processes and Chinese youths’ psychosocial maturity. Furthermore, the mediating effect of authoritative parenting was conditioned by different contexts of positive family processes, the strongest and least strong effects found in high and low positive family processes, respectively, and moderate effect observed in medium positive family processes. Findings of the current study contribute to our understanding of the complicated family mechanism in relation to youth development, especially in this digital era.
3

Matos, Margarida Gaspar de, Teresa Santos, Marta Reis, and Adilson Marques. "Positive Youth Development: Interactions Between Healthy Lifestyle Behaviours and Psychosocial Variables." Global Journal of Health Science 10, no. 4 (March 11, 2018): 68. http://dx.doi.org/10.5539/gjhs.v10n4p68.

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The Positive Youth Development - PYD concept emphasised the importance of strengthening developmental assets in youth’s networks and contexts. This paper examines the correlation between PYD, healthy lifestyle behaviours and psychosocial variables (self-regulation, resilience, and anxiety); and the impact of PYD and psychosocial variables on healthy lifestyle behaviours. 2700 youths (73.3% girls; mean age 21.3±2.79 years) were included. Results showed that all variables mostly had significantly correlational associations. Specifically, the linear regression model evidenced that the promotion of PYD and self-regulation, along with the reduction of anxiety can be relevant for improving healthy lifestyle behaviours. Such results suggest a dynamic interdependence between all the present variables, reinforcing the need to study positive indicators for youth development. Having more knowledge in this area can help health professionals, educators, and policy-makers, in order to better plan interventions/policies and to improve an integral healthy perspective for youths, based on interdisciplinary and transdisciplinary work.
4

Schaefer, Shelly, and Gina Erickson. "Context matters: juvenile correctional confinement and psychosocial development." Journal of Criminal Psychology 9, no. 1 (January 24, 2019): 44–59. http://dx.doi.org/10.1108/jcp-09-2018-0041.

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PurposeThe purpose of this paper is to investigate how adolescent arrest and correctional confinement impact psychosocial development during the transition to adulthood.Design/methodology/approachThe research uses a US-based sample of 12,100 youth in junior and high school and again in early adulthood. Factor analyses determine measurement of psychosocial maturity (PSM) and subsequently compare baseline and subsequent psychosocial development in a multivariate framework for males and females.FindingsFindings show that net of socio-demographic and delinquency-related controls, all three groups have similar baseline psychosocial measures pre-confinement but by early adulthood (ages 18–25) there are significant differences between the two justice-involved groups for multiple measure of psychosocial well-being, net of any differences at baseline. Differences are exacerbated for females.Research limitations/implicationsResults suggest the need for juvenile correctional facilities to incorporate programming that allows juveniles to build psychosocial skills through activities that mirror typical adolescent responsibilities, behaviors and tasks.Originality/valueThe authors compare PSM development for three groups of adolescents: non-justice-involved youth, youth who were arrested but not confined before age 18 (arrested non-confined), and delinquent youth who served time in out-of-home correctional placement before age 18 (confined) to compare development and changes in psychosocial development over time. Further, the authors examine the interaction of gender and confinement to explore if the context of confinement disrupts PSM development differently for females.
5

Ashurst, Kerri L., Jason D. Hans, Donna R. Smith, and Kenneth R. Jones. "Positive Youth Development in the Midst of Coping with Parental Cancer: Implications for Youth Development Research and Practice." Journal of Youth Development 5, no. 3 (September 1, 2010): 43–54. http://dx.doi.org/10.5195/jyd.2010.208.

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Four implications for youth development research and practice resulted from a qualitative study on psychosocial developmental experiences of late adolescents coping with parental cancer during late adolescence. The study employed a developmental systems framework and grounded theory methods. Results suggest three primary psychosocial developmental influences, including multilevel influences (individual, familial, and extrafamilial risk and protective factors), coping strategies to maintain control, and responses to uncertainty and anticipatory grief. The particular combination of risk and protective factors present in participants’ lives resulted in positive outcomes; resilience was the central unifying concept that characterized the primary psychosocial developmental outcomes of each participant. This finding illuminates the need to expand our focus in youth development research and practice to include positive developmental outcomes that can result from coping with life crises during adolescence.
6

Eichas, Kyle, William M. Kurtines, Roberto L. Rinaldi, and A. Celeste Farr. "Promoting Positive Youth Development: A Psychosocial Intervention Evaluation." Psychosocial Intervention 27, no. 1 (2018): 22–34. http://dx.doi.org/10.5093/pi2018a5.

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7

Petitpas, Albert J., Allen E. Cornelius, Judy L. Van Raalte, and Tiffany Jones. "A Framework for Planning Youth Sport Programs That Foster Psychosocial Development." Sport Psychologist 19, no. 1 (March 2005): 63–80. http://dx.doi.org/10.1123/tsp.19.1.63.

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Although there is considerable interest in the use of sport as a vehicle to promote psychosocial development in youth, little is known about the specific content or implementation strategies that are likely to account for positive outcomes. In this article, a brief review of current literature and a working definition of youth development through sport are provided to lay a foundation for a framework for planning youth sport programs that are structured to promote psychosocial development in participants. The components of the framework are outlined and suggestions for research, evaluation, and program development are offered.
8

Lu, Shuang. "Family migration and youth psychosocial development: An ecological perspective." Children and Youth Services Review 113 (June 2020): 104953. http://dx.doi.org/10.1016/j.childyouth.2020.104953.

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9

Shamne, A. V. "Ways of Psychosocial Development During Adolescence (12–20 years)." Психологическая наука и образование 20, no. 2 (2015): 24–33. http://dx.doi.org/10.17759/pse.2015200203.

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We analyze the results of empirical operationalization of options (types) of psychosocial development in adolescent age. We studied a large sample of adolescents and young adults of 12-20 years (N = 1130, 48% male) from different strata of the urban and rural (17%) Ukrainian population (students of secondary, vocational, technical and higher education). We used the author’s method “Psychosocial Questionnaire”. Data were analyzed with K-means cluster analysis. We identified and analyzed five clusters (“internal”, “dominant”, “integrated”, “addict”, “aloof”), which represent individually typical features of modern youth psychosocial transition to a state of maturity. Clusters (types) were also analyzed with the following criteria: 1) productive / prosperous and non¬productive / dysfunctional types of psycho-social development; 2) psychosocial integration / adaptation and disintegration / maladaptation in the social world. We revealed the tasks and conditions of effective psychological support of the youth (correction zone) with different types of psycho-social development.
10

Holbein, John B., D. Sunshine Hillygus, Matthew A. Lenard, Christina Gibson-Davis, and Darryl V. Hill. "The Development of Students’ Engagement in School, Community and Democracy." British Journal of Political Science 50, no. 4 (October 16, 2018): 1439–57. http://dx.doi.org/10.1017/s000712341800025x.

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AbstractThis article explores the origins of youth engagement in school, community and democracy. Specifically, it considers the role of psychosocial or non-cognitive abilities, like grit or perseverance. Using a novel original large-scale longitudinal survey of students linked to school administrative records and a variety of modeling techniques – including sibling, twin and individual fixed effects – the study finds that psychosocial abilities are a strong predictor of youth civic engagement. Gritty students miss less class time and are more engaged in their schools, are more politically efficacious, are more likely to intend to vote when they become eligible, and volunteer more. Our work highlights the value of psychosocial attributes in the political socialization of young people.
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Статті в журналах Книги

Дисертації з теми "Youth psychosocial development":

1

Gledhill, Adam. "Psychosocial factors associated with talent development in UK female youth football players." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/22296.

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Psychosocial factors are the interrelated psychological, social and/or behavioural considerations that can influence talent development in football (Holt & Dunn, 2004). Despite this, the significant growth of female football worldwide, and the psychosocial challenges faced by female athletes during adolescence, scant scholarly attention has been afforded to the role of psychosocial factors in the development of talented female football players. Therefore the main aim of this thesis was to understand psychosocial factors associated with talent development in UK female football players. Study one systematically reviewed the literature on psychosocial factors associated with talent development in soccer. Following an extensive literature searching, selecting and appraisal process, three overarching themes of psychological, social and behavioural factors associated with talent development in soccer - underpinned by a total of 33 subthemes were created. The appraised literature has a moderate-to-high risk of reporting bias; had a significant bias towards adolescent, Caucasian, male, able-bodied, and European soccer players; and extant literature has demonstrated bias towards quantitative approaches and retrospective data collection methods. Consequently, study two began to address these reported biases by longitudinally and prospectively investigating the developmental experiences of English elite female youth soccer players. Through interviews, fieldwork and the use of composite sequence analysis, study two forwarded the importance of psychosocial considerations including the interaction between players and key social agents (soccer fathers, soccer brothers, soccer peers and non- soccer peers), elements of self-regulation and volitional behaviours, and the subsequent developmental benefits for their soccer careers. However, this study did not address the experiences of those who were unsuccessful in their attempts to achieve an elite female soccer career, nor did it collect primary data from other key social agents. Building on the critique of study two, study three sought to adopt an underutilised approach of negative case analysis by examining the experiences of players who had been unsuccessful in their attempts to forge a career in female soccer. Based on interviews former female players, their best friends, coaches and teachers, a grounded theory of talent and career development in UK female youth soccer players was produced. The theory posited that interactions with multiple social agents can affect the quality of talent development and learning environment that a player experiences, which can lead to adaptive player level benefits and changes (e.g., basic psychological need satisfaction; development of pertinent intra-individual constructs; optimal match preparation and training behaviours) and create a greater chance of career success. Study three also forwarded important culturally significant considerations for practitioners working with UK female soccer players, such as an understanding of dual career demands and the impact of role strain on female players. However, study three did not test any of the theoretical predictions offered by the grounded theory. Owing to the need to test predictions of grounded theories to assess their predictive validity, study four sought to test key predictions using a representative sample of English talented and elite adolescent female soccer players (N=137). As a result of the limited structural stability of the Basic Needs Satisfaction in Sport Scale and the Talent Development Environment Questionnaire (as demonstrated by significant cross loading of items, high bivariate correlations between subscales, and one example of an inadequate Cronbach s alpha), data was parcelled and the revised path hypothesis: perceptions of talent development environment > basic psychological needs satisfaction > career aspirations and beliefs > career intentions was produced. Path analysis supported the hypothesis. Supporting findings of studies two and three, regression analysis demonstrated that playing level positively predicted career beliefs, aspirations and intentions; whereas age negatively predicted these variables. Finally, TDEQ results indicated a perception that UK female soccer players that they can be written off before having the opportunity to fulfil their potential. Overall, this thesis has provided original and unique contributions to the sport psychology literature by enlightening the body of research to the developmental experiences of English female youth soccer players. It provides a developmental understanding scarcely evident in existing talent development literature. The interactional roles of multiple social agents have been elucidated and linked to psychosocial development, behavioural outcomes and talent and career progression within talented female players. The thesis has extended previous approaches to talent development in soccer by testing the predictions of the grounded theory. Initial evidence suggests that the proffered grounded theory is robust; however further research utilising structurally sound and ecologically valid measures would serve to further validate these claims.
2

Thrower, Sam N. "The development of a psychosocial parent education programme for British Tennis." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23012.

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Although there currently exists an in-depth empirical understanding of parents experiences and involvement in youth sport, there is an absence of published field-based intervention research specifically with sport parents (Harwood & Knight, 2015). In order to address this gap in the literature, this thesis developed a psychosocial parent education programme for British Tennis. The first study identified the education and support needs of tennis parents operating within British high performance centres (study one). Adopting a grounded theory design, data were collected through informal chats, observations, and formal interviews with parents, coaches, and ex-youth players (n=29) during a six-month period of fieldwork. Findings revealed how parents education and support needs occur across multiple levels of functioning (i.e., social, organisational, developmental, and intra-interpersonal) and are influenced by the developmental stage that parents operate in. This theoretical framework was then used as the basis for a group-based tennis parent education programme (study two). Using a qualitative organisational action research framework seven workshops were run over a 12-week period for parents with children between the ages of 5 and 10 years. Participant diaries, social validation feedback forms, and post programme focus groups (n=19) revealed perceived improvements in parents knowledge, affect, and skills across a range of learning objectives. In an attempt to improve accessibility and extend participation, the final study utilised a convergent parallel mixed methods design to examine the effectiveness of an online education programme for British tennis parents (n=38) and their perceptions of engaging in the programme (study three). Quantitative findings revealed positive directional changes in tennis parent efficacy, general parent efficacy, emotional experiences, and achievement goal orientations after completing the programme. Qualitative data provided complementary and unique insights into what worked, how, and why. Taken together, the studies within this thesis are the first to demonstrate the effectiveness of face-to-face and online sport parent education programmes. Findings also extend and advance existing recommendations and guidelines in relation to the design, development, implementation, and evaluation of education programmes for sport parents. In particular, studies illustrate the importance and value of providing sport parents with accessible, proactive, structured, and developmentally appropriate education and support which addresses their stage-specific needs.
3

Khan, Gadija. "Experiences of interpersonal relationships, stress and coping amongst adolescents who report substance use." University of Western Cape, 2021. http://hdl.handle.net/11394/8450.

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Philosophiae Doctor - PhD
Adolescence, a critical developmental period, requires a certain level of adjustment and may negatively impact youth psychosocial development. Unsurprisingly, adolescent substance use continues to be a major public global health concern. Additionally, some adolescents are immersed in various interpersonal relationships and exposed to various stressors daily, which may affect their psychological well-being and developmental trajectories. This research aimed to explore the experiences of interpersonal relationships, stress and coping, and determine substance use patterns, symptoms of two common mental disorders (depression and generalized anxiety) amongst adolescents who report using substances (legal and illegal) in low-income communities in South Africa by employing Bronfenbrenner’s bio-ecological theory and the person-process-context-time model as a theoretical lens.
4

Noffsinger, Mary A. "Development of a Multidimensional Approach to Understanding Youthful Offenders: The Influence of Psychosocial and Personality Risk Factors." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5354/.

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This study employed a multivariate, multidimensional approach to understanding psychosocial and personality variables associated with institutional maladjustment and recidivism among youthful offenders. Participants included nine hundred serious and chronic male youthful offenders incarcerated in the Texas Youth Commission (TYC); sample sizes varied by analysis. Empirically-validated psychosocial factors (e.g., intelligence, home approval status), past criminal history variables, and two self-report personality measures of empathy and hostility were entered into hierarchical regression and structural equation modeling (SEM) analyses to predict institutional behavior and recidivism at one- and three-year intervals after release from the TYC. Confirmatory factor analysis of the personality measures revealed one underlying factor indicative of their theoretical constructs of empathy and hostility. Some differences were noted between youth in the specialized treatment programs; however, effect sizes were small to moderate. Overall, regression and SEM results indicated the variables accounted for a meaningful proportion of the variance in the outcomes. Specifically, although length of stay in the TYC was associated with institutional behavior, younger age of onset, higher hostility, and greater home disapproval also contributed significantly. Past criminal behavior was predictive of future reoffending, but lower empathy, greater home disapproval, and younger age of onset accounted for a substantial portion of the variance in recidivism. Institutional maladjustment served as a mediator between the psychosocial and personality variables and the recidivism outcomes. Treatment implications are provided, including a discussion of the tenuous association between length of sentence and recidivism and an emphasis on the importance of evaluating dynamic personality and psychosocial variables beyond static measures of past behavior.
5

Inoue, Chiaki. "An Opportunity for Sport or an Opportunity for Development: Is Special Olympics Perceived as Contributing to Psychosocial Development and Social Inclusion?" Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20249.

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Sport is a cultural phenomenon that has spread throughout the world (Harvey & Houle, 1994). For youth, sport is perceived as a context that can play a major role in person’s psychosocial development across their life-span (Danish, Petitpas, & Hale, 2007). However, despite the increase in research in this field, very little work has examined how sport may play a role in the psychosocial development of youth with intellectual disabilities (ID). Moreover, an area of study that has also grown related to the lived experiences of individuals living with a disability including ID is social inclusion (SI). Similar to research related to psychosocial development, very little research has been conducted to examine whether the context of sport can foster social inclusion for youth with ID. Special Olympics Canada (SOC) is an organization “dedicated to enriching the lives of Canadians with an intellectual disability through sport” (SOC, 2010, “SOC Mission Statement”, para.1) and may be an organization that has the potential to positively impact the lives of its youth participants. Thus, the purpose of this research was to examine whether stakeholders perceived SO as impacting the psychosocial development and social inclusion. The results indicated that SO, by all stakeholders, is perceived as an organization that is facilitating the psychosocial development of its athletes through the incorporation of strong social support networks and the development of life skills. In addition, SO was perceived as facilitating social inclusion for youth, particularly in the context of school and their surrounding community.
6

Sörling, Sara, and Sara Ström. "Att växa med gränser : Tillsynens hindrande och möjliggörande för ungdomars psykosociala utveckling på hem för vård eller boende." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-33355.

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Ungdomar på hem för Vård eller Boende (HVB-hem) har ofta problematiskt beteende och är i behov av skydd, säkerhet och gränssättning. HVB-hem förväntas utifrån lagstiftning bereda ungdomar vård och behandling för att motverka en ogynnsam utveckling. Inspektionen för vård och omsorg (IVO) ansvarar för tillsynen över verksamheterna. Syftet med föreliggande studie var att intervjua personal på HVB-hem och tillsynsmyndigheten IVO för att undersöka deras uppfattning om hur vård och behandling på HVB-hem bör bedrivas. Vidare syftade studien till att urskilja huruvida lagstiftningen kan tolkas på olika sätt och vilka konsekvenser detta får för vården och behandlingen för ungdomar avseende deras behov av gynnsam psykosocial utveckling. För att erhålla data genomfördes fem kvalitativa intervjuer med yrkesverksamma på HVB-hem och en kvalitativ intervju med två tillsynsinspektörer från IVO. Resultatet analyserades utifrån teoretiska begreppen psykosocial utveckling, motivation och gränssättning och visar att ungdomars behov för att utvecklas psykosocialt består av individuell vård, delaktighet, gränssättning samt verktyg att hantera och skydda sig själva. Vidare visar resultatet att det förekommer hinder och möjligheter i personalens handlingsutrymme för att uppnå detta. Personal upplever frustration över hur tillsynen utförs och anser att deras handlingsutrymme begränsas då personalen och IVO har olika syn på lagstiftningen och hur personalen ska behandla den problematik som ungdomar på HVB-hem uppvisar. En problematiserande diskussion förs angående ungdomars problematik, gränssättning och personalens handlingsutrymme i relation till tillsynens utförande och de två olika tolkningarna av lagstiftningen som delvis står i motsättning till varandra.
Youths in Residential Institutions (HVB-home) often have a problematic behavior and are in need of protection, security and boundaries. HVB-homes are through legislation required to provide care and treatment to counteract adverse development among the youth. The Inspection for Health and Care (IVO) supervise the HVB-homes. The purpose of this study was to interview staff at HVB-homes and Inspectors at IVO to investigate their perceptions of how care and treatment should be conducted. Furthermore the aim was to distinguish whether the legislation can be interpreted differently and what consequences this has for the care and the treatment for the youths regarding their needs for positive psychosocial development. To obtain data five qualitative interviews were conducted with professionals at HVB-homes and one with two inspectors at IVO. The result was analyzed according to the theoretical concepts of psychosocial development, motivation and boundaries. The result shows that to develop psychosocial maturity, young people need individual care, empowerment, boundaries and skills to control and protect themselves. Furthermore, it shows occurrences of both obstacles and opportunities in terms of the staff being able to provide the appropriate care for the youth. The staff experience frustration in the execution of the supervision and describe that they interpret the legislation differently from IVO. The staff express that they are unable to handle the youths at HVB-home. A problematizing discussion is conducted regarding the youths’ problems at HVB-homes, need of boundaries and the staffs’ ability to provide appropriate care in relation to the execution of the supervision and the two partly different interpretations of the legislation.
7

Silva, Tomás Veloso da Costa Correia da. "O Internato de jovens atletas em clubes desportivos: Um estudo sobre o indivíduo e as suas relações sociais e familiares." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2299.

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Este estudo pretende avaliar de forma concreta as mais-valias apresentadas pelo regime de internato como contexto de formação. Estão confirmadas na literatura as vantagens da prática de actividades desportiva na formação humana, sendo até referido que o desporto potencia lições de vida (Danish, Taylor & Fazio, 2005). A amostra foi constituída por 10 atletas, seleccionados através de um método não aleatório por conveniência. Foi criada uma entrevista semiestruturada com 10 itens para avaliar as dimensões em estudo: Desenvolvimento Psicossocial, Desenvolvimento Individual, Gestão de Situações de Pressão ou Stressoras e Situações Potenciadoras de Abandono. Os dados recolhidos permitem observar que os atletas neste regime se apoiam mais nos colegas, ou resolvem as situações de maior dificuldade de forma individual, referindo como principal mais valia deste regime o crescimento humano. As diferenças observadas entre este regime e o regime normal, leva-nos a considerar o internato desportivo como uma oferta muito válida a nível de formação humana e desportiva, considerando contudo que apresenta algumas falhas que devem ser corrigidas. ------- ABSTRACT ------ The present study evaluates the gains that youth academies provide. The advantages of sports in human development are well established in the literature, where it is said that the activity enhances life experiences (Danish, Taylor & Fazio, 2005). The sample in this study comprises 10 players selected by a non-probabilistic process of convenience. A semi-structured interview was created with 10 items to evaluate the dimensions under study: Psycho-social Development, Individual Development, Handling Stress, and Situations that Engender Despair. The information gathered suggests that athletes who lived in youth academies tend to search for support from their companions or to deal with situations individually, most of them mentioning that the main outcome of living in this regime is human growth. The differences observed between this regime and the ordinary regime, lead to the belief that youth academies are valuable contributors to human and sport development, although also demonstrating certain drawbacks that should be addressed.
Dissertação de Mestrado em Psicologia Social e das Organizações
8

Kindel, Laurie Ann. "Psychosocial Accompaniment of Unaccompanied Central American Youth| A Collaborative Inquiry." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255962.

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This liberatory participatory action research involved a collaborative inquiry by unaccompanied minors from Central America. Using participatory action research and a liberatory approach, the study followed the youth as they investigated and shared their experiences in the systems of custody and legal protection that exist for unaccompanied minors in the United States. The research question, developed with the youth, was what is the experience of unaccompanied minors as they journey to the United States? Their collaborative inquiry is reflected in the mural that they created and their complementary written personal narratives. The co-creation of the mural and personal narratives developed their self-awareness as they discovered and understood their social placement. The research question also stimulated the participants’ consideration of taking action for social change through the sharing of their experience with the public. The work of these youth took place in the accompaniment of adults who witnessed the participants’ inquiry and shared knowledge with them about the journeys of other unaccompanied minors.

Keywords: accompaniment, collaborative inquiry, liberatory psychology, youth participatory action, unaccompanied minors.

9

Quintana, Melissa. "Addressing health and psychosocial issues in youth at risk for dating violence| A grant proposal project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605191.

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The purpose of this grant proposal project was to develop and identify funding for the implementation of a school-based teen dating violence prevention program for adolescents in the southeast Los Angeles, California area. Peace Over Violence was the host agency for this program and is located in Los Angeles, California. Through the review of the literature on the history, prevalence, risk factors, and the existing interventions for adolescents, the grant writer proposed and designed a school-based teen dating violence prevention program. Additionally, the grant writer explored potential public and private funding sources, which resulted in the selection of the California Endowment Foundation as the funding source due to having the most compatible goals and objectives of this program. The actual submission and/or funding of this grant were not required for the successful completion of this academic project.

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Richards, Justin A. "Evaluating the impact of a sport-for-development intervention on the physical and mental health of young adolescents in Gulu, Uganda - a post-conflict setting within a low-income country." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:9632dcfc-94e6-45ac-a4c1-ad63113f9b59.

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Introduction: Physical inactivity is thought to contribute to the emergence of non-communicable diseases in post-conflict settings of low-income countries. Sport-for-development (SfD) organisations in these regions claim to improve the health of programme participants. However, there is a paucity of supporting evidence. I assessed the impact of a voluntary community-based SfD intervention on the physical activity (PA), physical fitness (PF) and mental health (MH) of adolescents in Gulu, Uganda. Methods: The Acholi Psychosocial Assessment Instrument (APAI), standing broad jump (SBJ), multi-stage fitness test (MSFT) and BMI-for-age (BFA) were adapted to the local context. I tested their feasibility and reliability with a repeat-measures design (n=70). A cross-sectional analysis of a random sample was used to assess the local needs and establish the PF and MH of the adolescents reached by the intervention (n=1464). This was also the baseline assessment for the impact evaluation. It comprised a randomised control trial (n=144) nested within a cohort study (n=1400) and triangulated by cross-sectional assessment of PA using accelerometry (n=54). Results: The adapted PF and MH measures demonstrated good intra-tester reliability (ICC>0.75). Adolescents in Gulu predominantly had “healthy” BFA (>90%). They performed better than global norms for the SBJ (p<0.001), but worse for the MSFT (p<0.05). The girls who registered for the intervention had higher PF at baseline (p<0.05) and experienced no significant benefits when compared to the community. The aerobic capacity of the boys intervention group increased relative to the community (p<0.01), but was not significantly different to the trial control group whose PF also improved. The PA results concurred with this finding. Boys in the intervention group experienced a deterioration in MH relative to their peers (p<0.05). Implications: It is feasible to apply rigorous evaluation methods to SfD interventions. Although adolescents in Gulu have poor aerobic capacity, a voluntary programme may not reach those at risk. Interpreting the impact evaluation was limited by a lack of programme development theory, but suggested that opportunities for non-competitive play may confer PF benefit without harming MH. Further investigation is warranted.

Книги з теми "Youth psychosocial development":

1

Tilling, Julia. Resilience and Gender Development for at-Risk Adolescent Males: Psychosocial Intervention Program Development. Nova Science Publishers, Incorporated, 2013.

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2

Leavey, JoAnn Elizabeth. The meaning of mental illness to youth: Exploring the psychosocial effects of mental illness on identity and life cycle development in youth aged 17-24. 2003.

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3

McDonagh, Janet E., and Helena Gleeson. Young people and transitional care in rheumatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0002.

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Young people are distinctly different from children and adults and as such require developmentally appropriate, youth-friendly rheumatology services to meet their medical and psychosocial needs. Adolescent development continues into the third decade of life and both influences and is affected by, health and illness (including rheumatic disease) during this time. Effective transitional care in rheumatology is underpinned by the core principles of adolescent medicine, self-management of long-term conditions, and a youth-friendly rheumatology service including staff trained in adolescent health.
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McDonagh, Janet E., and Helena Gleeson. Young people and transitional care in rheumatology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199642489.003.0002_update_003.

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Young people are distinctly different from children and adults and as such require developmentally appropriate, youth-friendly rheumatology services to meet their medical and psychosocial needs. Adolescent development continues into the third decade of life and both influences and is affected by, health and illness (including rheumatic disease) during this time. Effective transitional care in rheumatology is underpinned by the core principles of adolescent medicine, self-management of long-term conditions, and a youth-friendly rheumatology service including staff trained in adolescent health.
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McDonagh, Janet E., and Helena Gleeson. Young people and transitional care in rheumatology. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199642489.003.0002_update_004.

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Young people are distinctly different from children and adults and as such require developmentally appropriate, youth-friendly rheumatology services to meet their medical and psychosocial needs. Adolescent development continues into the third decade of life and both influences and is affected by, health and illness (including rheumatic disease) during this time. Effective transitional care in rheumatology is underpinned by the core principles of adolescent medicine, self-management of long-term conditions, and a youth-friendly rheumatology service including staff trained in adolescent health.
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Dietz, Laura J., Jennifer Silk, and Marlissa Amole. Depressive Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.19.

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Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.
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Faigenbaum, Avery D., and Rhodri S. Lloyd. Resistance training. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0036.

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Traditional fears and misinformed concerns regarding youth resistance training have been replaced by scientific evidence that indicates regular participation in well-designed resistance-training programmes can be safe and effective for both children and adolescents. In addition to increasing muscular strength and power, regular participation in a structured resistance training-programme can increase bone mineral density, improve cardiovascular risk factors, fuel metabolic health, facilitate weight control, enhance psychosocial well-being, and prepare youth for the demands of daily physical activity and sport. An integrative approach to training, grounded in resistance exercise and motor skill development, can optimize children’s fitness potential and maximize their athletic performance while reducing the risk of sports-related injury. Qualified professionals are needed to plan, implement and progress developmentally appropriate resistance training to attain a level of muscular fitness that facilitates long-term physical development.
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Foster, Cynthia Ewell, Carlos E. Yeguez, and Cheryl A. King. Children and Adolescents With Suicidal Thoughts and Behaviors. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.35.

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Suicide is the second leading cause of death for youth ages 10–19 in the US, with rates on the rise despite a surge in prevention and advocacy initiatives over the last decade. Suicide risk factors may include demographic characteristics, as well as clinical, family, and contextual factors. Best practices in screening and risk assessment and a variety of prevention strategies are reviewed, including universal, selected, and indicated prevention approaches. The evidence for psychosocial and psychopharmacological treatments and crisis intervention strategies is reviewed. The suicide prevention field faces a number of research challenges, including the need for studies with sufficient statistical power, risk management considerations, and a growing understanding of the heterogeneity of youth at risk for suicide. Future directions include continued research collaborations, development of adapted/tailored screening and intervention approaches that account for youth heterogeneity, and the dissemination of suicide-specific evidence-based practices within healthcare and other youth-serving agencies.
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Goldberg, Pablo H., Prerna Martin, Carolina Biernacki, and Moira A. Rynn. Treatments for Pediatric Bipolar Disorder. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0009.

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The past two decades have seen significant advances in the development of evidence-based treatments for pediatric bipolar disorder. Practice guidelines recommend pharmacotherapy with mood stabilizers or second-generation antipsychotics (SGAs) as the first-line treatment. Lithium, risperidone, aripiprazole, quetiapine, and olanzapine are approved by the U.S. Food & Drug Administration for treating bipolar disorder in children and adolescents. The pharmacological literature suggests that SGAs are faster and more effective than mood stabilizers in treating acute manic or mixed episodes, but they have significant side effects and require careful monitoring. While mild to moderate bipolar disorder can be treated with monotherapy, combination pharmacotherapy with an SGA and a mood stabilizer is recommended for youth with severe bipolar disorder. A growing body of literature also suggests the efficacy of psychosocial interventions, with family psychoeducation and skills building as adjunct treatments to pharmacotherapy. More type 1 studies of pharmacotherapy and psychosocial treatments are needed.
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Phillips, Katharine A. Body Dysmorphic Disorder in Children and Adolescents. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0014.

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Body dysmorphic disorder (BDD) usually has its onset during childhood or adolescence. Prevalence studies indicate that BDD is common in adolescents. BDD symptoms in children and adolescents appear largely similar to those in adults, although BDD may be somewhat more severe in youth. Youth with BDD typically have poor psychosocial functioning and mental health–related quality of life. BDD often causes academic underachievement, social avoidance, and other types of psychosocial impairment; it may lead to school refusal and dropping out of school. Suicidal ideation and attempts, physical aggression behavior that is attributable to BDD symptoms, and substance use disorders are common risk behaviors in youth with BDD. BDD can derail the developmental trajectory, which makes appropriate treatment especially important during childhood and adolescence. Youth in mental health settings and cosmetic treatment settings, as well as youth who express suicidal ideation or have attempted suicide, should be screened for BDD.
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Частини книг з теми "Youth psychosocial development":

1

M. Coll, Kenneth. "Psychosocial Development." In Youth Comprehensive Risk Assessment, 21–36. 1 Edition. | New York : Routledge, 2017. Includes bibliographical references and index.: Routledge, 2017. http://dx.doi.org/10.4324/9781315671260-3.

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2

Pepler, Debra J., and Ronald G. Slaby. "Theoretical and developmental perspectives on youth and violence." In Reason to hope: A psychosocial perspective on violence & youth., 27–58. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10164-001.

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3

Simeonsson, Rune J., Gail S. Huntington, Janey Sturtz McMillen, Deborah Halperin, and Darla Swann. "Developmental Factors, Health, and Psychosocial Adjustment of Children and Youths with Spina Bifida." In Spina Bifida, 543–51. Tokyo: Springer Japan, 1999. http://dx.doi.org/10.1007/978-4-431-68373-5_122.

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4

Painter, Kirstin, and Maria Scannapieco. "Overview of Child and Youth Development." In Understanding the Mental Health Problems of Children and Adolescents, 26–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0003.

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The chapter gives an overview of the development of youth in two periods: middle childhood (6–11 years of age) and adolescence (12–18 years of age). During these two stages, major changes occur within the youth’s physical, social, and cognitive dimensions, with each stage having its own primary developmental task. For middle childhood, the main task is to acquire new physical, social, and cognitive skills. On the other hand, adolescents are tasked with sexuality and identity exploration. Within each stage, developmental aspects are discussed and understood in combination with Piaget’s theory of cognitive development and psychodynamic theories such as Freud’s psychosexual stages of development and Erickson’s psychosocial stages. It is important for social workers to learn about brain research, to understand brain functions and what the child experiences biologically and how they might affect the child’s development and mental health problems. Recommendations are given for the best intervention orientation in working with youth: relationship-oriented, empowerment-oriented, and collaboration-oriented practices.
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Holmes, Chiquita Long, Kevin Merideth, Eugenie Joan Looby, Alexis M. Jackson, Lindsey L. Donald, Sherri Nozik, and Candice L. Chapman. "Youth in Foster Care." In Advances in Psychology, Mental Health, and Behavioral Studies, 140–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7319-8.ch008.

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This chapter explores the distinct needs of youth who have been placed in the custody of the foster care system. The authors discuss the impact of abuse and neglect, removal from the biological family, and repeated relocation to different home and school settings upon the mental health and development of youth in foster care. The developmental impact of adverse experiences on these youth across different psychosocial development stages, mental health conditions to which this population is vulnerable, and challenges to meeting educational needs are delineated. The authors identify and discuss strategies for effective clinical intervention and advocacy that counselors may implement in school settings.
6

Erickson, Gina, and Shelly Schaefer. "Long Term Effects of Juvenile Correctional Confinement." In Criminology and Post-mortem Studies - Analyzing Criminal Behaviour and Making Medical Decisions [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94922.

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Justice-involved adolescents face significant roadblocks in the transition to adulthood when they navigate this period while simultaneously re-entering the community after a period of confinement. This study investigates how confinement disrupts psychosocial development across the transition to adulthood using data from the National Longitudinal Study of Adolescent Health to compare psychological well-being and psychosocial development for youth confined before age 18, those arrested before age 18 but not confined, and those with no criminal justice involvement in adolescence. Findings show significantly lower levels of psychological well-being for confined youth compared to all other youth. Females who were confined during adolescence were especially low levels of psychological well-being in young adulthood. Subsequently, confined youth have lower levels of educational and employment attainment in young adulthood. Results suggest the need for juvenile facilities to incorporate programming that builds psychosocial skills and well-being.
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Michikyan, Minas, and Kaveri Subrahmanyam. "Social Networking Sites." In Encyclopedia of Cyber Behavior, 132–47. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch011.

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In the past few years, social networking sites (SNSs) such as Facebook and MySpace have become increasingly popular among Internet users. They allow individuals to present themselves, share information, establish or maintain connections, and interact and communicate with other users. As SNSs have become tremendously popular among adolescents and emerging adults, research suggests that online social media use may be connected to young people’s development. This encyclopedia entry summarizes up-to-date research on SNSs, and will focus on the relation between adolescents’ and emerging adults’ use of these sites to address traditional developmental concerns and their psychosocial well-being. Researchers have begun to explore the extent to which individuals engage in self-presentation and exploration as well as relationship formation on SNSs, and are examining the relationship between such use and psychosocial outcomes among youth. As digital youth are growing up in an ever connected world, it is important to understand online social media use and the implications of such use on their psychosocial development and psychological well-being.
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Rhoades, Elizabeth K. "Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth." In Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 138–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch005.

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This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.
9

Rhoades, Elizabeth K. "Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth." In Research Anthology on Mental Health Stigma, Education, and Treatment, 661–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch039.

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This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.
10

McDonagh, Janet E., and Helena Gleeson. "Young people and developmentally appropriate transitional care in rheumatology." In Oxford Textbook of Rheumatology, 11–21. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0002_update_005.

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Young people are distinctly different from children and adults and as such require developmentally appropriate, youth-friendly rheumatology services to meet their medical and psychosocial needs. Adolescent development continues into the third decade of life and both influences and is affected by, health and illness (including) during this time. Effective transitional care in rheumatology is underpinned by the core principles of adolescent medicine, self-management of long-term conditions, and a developmentally appropriate, youth-friendly rheumatology service including staff trained in adolescent and young adult (AYA) health.

Звіти організацій з теми "Youth psychosocial development":

1

Leon, Federico, and Mary Claux. Youth behavioral risks and psychosocial resources in Peru's alternative-development zones. Population Council, 2004. http://dx.doi.org/10.31899/rh4.1194.

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2

Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.

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