Статті в журналах: "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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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.

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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.

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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.

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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.

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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.

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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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Virk, Punit, Samara Laskin, Rebecca Gokiert, Chris Richardson, Mandi Newton, Rob Stenstrom, Bruce Wright, Tyler Black, and Quynh Doan. "MyHEARTSMAP: development and evaluation of a psychosocial self-assessment tool, for and by youth." BMJ Paediatrics Open 3, no. 1 (July 2019): e000493. http://dx.doi.org/10.1136/bmjpo-2019-000493.

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BackgroundPaediatric mental health-related visits to the emergency department are rising. However, few tools exist to identify concerns early and connect youth with appropriate mental healthcare. Our objective was to develop a digital youth psychosocial assessment and management tool (MyHEARTSMAP) and evaluate its inter-rater reliability when self-administered by a community-based sample of youth and parents.MethodsWe conducted a multiphasic, multimethod study. In phase 1, focus group sessions were used to inform tool development, through an iterative modification process. In phase 2, a cross-sectional study was conducted in two rounds of evaluation, where participants used MyHEARTSMAP to assess 25 fictional cases.ResultsMyHEARTSMAP displays good face and content validity, as supported by feedback from phase 1 focus groups with youth and parents (n=38). Among phase 2 participants (n=30), the tool showed moderate to excellent agreement across all psychosocial sections (κ=0.76–0.98).ConclusionsOur findings show that MyHEARTSMAP is an approachable and interpretable psychosocial assessment and management tool that can be reliably applied by a diverse community sample of youth and parents.

12

Henley, Robert. "Resilience enhancing psychosocial programmes for youth in different cultural contexts." Progress in Development Studies 10, no. 4 (September 10, 2010): 295–307. http://dx.doi.org/10.1177/146499340901000403.

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This article takes a first step towards developing a resilience assessment scale for use by development organisations offering services to youth and young adults in different cultural contexts. The purpose of a resilience assessment scale would be to assess effectiveness of services in enhancing competencies of youth in managing and adapting to adversities they experience. An in‐depth conceptualisation of individual resilience and how this interacts with multi‐layered social resilience is explored: Organisations provide psychosocial services to help strengthen competencies of vulnerable young people, who in turn can help enhance resilience in the family, neighbourhood and community.

13

Benson, Peter, and Matthew Bundick. "Erikson and Adolescent Development." Journal of Child and Youth Care Work 25 (November 17, 2020): 195–205. http://dx.doi.org/10.5195/jcycw.2015.81.

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Many of Erik Erikson’s theoretical contributions to our understanding of adolescent psychosocial development endure; some have even proven to be true. At the same time, in the decades since Erikson’s seminal works there have been many advances in developmental theory, especially in the realms of identity and positive youth development, along with important critiques of adolescent psychosocial theory. Together, these advances and critiques provide new lenses through which Erikson’s work may viewed. The present work thus reviews the enduring concepts and qualities as well as limitations of Erikson’s views on psychosocial development in adolescence, while considering possible expansions in light of contemporary identity theories and technological advances.

14

Larsen, Carsten, Dorothee Alfermann, and Mette Christensen. "Psychosocial Skills in a Youth Soccer Academy: A Holistic Ecological Perspective." Sport Science Review 21, no. 3-4 (August 1, 2012): 51–74. http://dx.doi.org/10.2478/v10237-012-0010-x.

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Psychosocial Skills in a Youth Soccer Academy: A Holistic Ecological Perspective Objectives: The latest research in talent development show that more varied psychological and especially social and cultural circumstances play an important role in talent development. This study assumes an ecological approach to explore which psychosocial skills are important in a youth soccer academy and how psychosocial skills are practiced in this particular environment. Method: The research takes the form of a case study. Data were collected from multiple perspectives (in-depth interviews with managers, coaches and players), from multiple situations (observation of training, competitions and meetings) and from the analysis of documents. Results: The findings reveal explicit (being practiced and talked about) and implicit (indirectly practiced and talked about) psychosocial skills in the youth soccer academy and a differentiation between internal and interpersonal psychosocial skills. Conclusions: Important explicit psychosocial skills are motivation, self awareness and the ability to work hard. However, even more important for the young soccer players dealing with the transition to professional soccer seem to be implicit psychosocial skills such as managing performance and process outcomes (internal) and the ability to utilize team skills and general social skills (interpersonal). Despite the fact that the environment expects the young players to display these skills, they are only indirectly practiced. This study demonstrates the interweaving of psychosocial skills and practice in the talent development environment, and thus underlines the social construction of psychosocial skills in elite sport.

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Weiss, Maureen R., and Alan L. Smith. "Quality of Youth Sport Friendships: Measurement Development and Validation." Journal of Sport and Exercise Psychology 21, no. 2 (June 1999): 145–66. http://dx.doi.org/10.1123/jsep.21.2.145.

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The role of peers has been neglected in research on youth psychosocial development in sport. The purpose of the present study was to develop and validate a measure of youth sport friendship quality for the purpose of facilitating such research. Dimensions and higher order themes found in Weiss, Smith, and Theeboom’s (1996) qualitative study of sport friendships among children and adolescents, as well as a core set of items from previous research (Parker & Asher, 1993), were used to develop and refine items for a sport friendship quality scale. Over the course of three studies, content, factorial, and construct validity, as well as internal consistency and test-retest reliability, were demonstrated for the Sport Friendship Quality Scale (SFQS). Future research is recommended to examine the role of children’s sport friendship quality on psychosocial development in the physical domain.

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Lam, Ching Man, Patrick S. Y. Lau, Ben M. F. Law, and Y. H. Poon. "Using Positive Youth Development Constructs to Design a Drug Education Curriculum for Junior Secondary Students in Hong Kong." Scientific World JOURNAL 11 (2011): 2339–47. http://dx.doi.org/10.1100/2011/280419.

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This paper outlines the design of a new curriculum for positive youth development (P.A.T.H.S. II) in Hong Kong. The paper discusses the conceptual base for designing a drug-education curriculum for junior-secondary students using four positive youth development constructs—cognitive competence, emotional competence, beliefs in the future, and self-efficacy. The program design is premised on the belief that adolescents do have developmental assets; therefore, the curriculum is designed to develop their psychosocial competencies. The goal of the curriculum is to develop the selfhood of these youths and ultimately achieve the goal of successful adolescent development.

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Riggs Romaine, Christina L., Kathleen Kemp, Christy L. Giallella, Naomi E. S. Goldstein, Jennifer Serico, and Sharon Kelley. "Can We Hasten Development? Effects of Treatment on Psychosocial Maturity." International Journal of Offender Therapy and Comparative Criminology 62, no. 9 (October 11, 2017): 2857–76. http://dx.doi.org/10.1177/0306624x17735720.

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Research continues to highlight factors associated with developmental immaturity, including persistent delinquency. This article examines whether aspects of developmental immaturity, psychosocial maturity, and emotion regulation are responsive to therapeutic intervention. Fifty-seven female youth in secure residential juvenile justice facilities participated in a randomized controlled trial of the Juvenile Justice Anger Management (JJAM) Treatment for Girls, an intervention that targets skills relevant to psychosocial maturity, including problem-solving, coping, and emotion regulation. Participants in JJAM showed increases in temperance, providing evidence that intervention might stimulate psychosocial development. Implications for treatment, evaluation, and measurement of psychosocial maturity are discussed.

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Tadesse, Tefera, Aemero Asmamaw, Sirak Habtemariam, and Beshir Edo. "Sports Academy as an Avenue for Psychosocial Development and Satisfaction of Youth Athletes in Ethiopia." Sustainability 12, no. 7 (March 30, 2020): 2725. http://dx.doi.org/10.3390/su12072725.

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This study aimed to explore a social-contextual view of talent development in sports by which the demographic and contextual factors of engagement, psychosocial development, and satisfaction, and the extent of their relationships, may be investigated concurrently. The sample (n = 257, nfemale = 122, and nmale = 135) consists of youth athletes (mean age = 17.87 and standard deviation = 1.10), and cross-sectional survey data from two randomly selected sports academies in Ethiopia. Analyses involve group comparisons to identify differences and multiple regressions to examine predictions. Group comparison results show that enrollment in a sports academy accounted for a significant difference in youth athletes’ measured engagement. Moreover, results of regression analyses indicate that higher psychosocial development and more satisfaction of youth athletes were associated with higher engagement and some demographic and contextual factors. Results also show that higher engagement of youth athletes was associated with some demographic and contextual factors. The group comparison results support the self-determination theory, providing evidence regarding the importance of social-contextual conditions in determining the engagement of youth athletes. The results of multiple regression analyses validate engagement theory and substantiate the results of previous studies on talent development. Specifically, it may be inferred that youth athletes’ engagement is not only one of the results of participation in sports but also one of the processes contributing to higher levels of reported psychosocial development and satisfaction. The implications of these results for theory and practice are discussed.

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García Álvarez, Diego, and María José Soler. "Growing up Strong Program, positive youth development and education: A healthy framework." Revista de Estudios e Investigación en Psicología y Educación 7, no. 2 (December 1, 2020): 149–62. http://dx.doi.org/10.17979/reipe.2020.7.2.6921.

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The Growing up Strong Program has been designed within the framework of positive psychology as an exercise in character education based on the identification, recognition, and use of character strengths among teenagers in secondary school. The study explores the role of mental health (understood as proper psychosocial functioning) in the promotion of adolescent psychological well-being and positive youth development. The aim of this research was to evaluate the resources of the subjects following their participation in the Program. The sample comprised 221 male and female adolescents, aged between 12 and 15. The data were collected using the Scale of Psychological Well-Being for Adolescents and the Factors in Youth Development Scale, both with demonstrated reliability and validity. The results showed, after the Program: good levels of positive youth developmental resources (self-esteem, optimism, self-efficacy and future orientation); evidence of prevention of psychosocial risk behaviors, specifically in relation to raised awareness of substance use, alcohol consumption and smoking, and non-specifically in relation to social-relational risks; good levels of life satisfaction and psychological well-being; positive correlations between positive youth development, psychological well-being, life satisfaction and prevention of psychosocial risks. It can be concluded that the Growing up Strong Program is an instance in character, emotional and well-being education, which generates a healthy network among adolescent users in the educational community.

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Wixey, Daniel, Knud Ryom, and Kieran Kingston. "Case Studies From Elite Youth Soccer: Reflections on Talent Development Practices." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 62–71. http://dx.doi.org/10.1123/iscj.2019-0005.

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With early specialisation being commonplace within elite youth soccer, knowledge of the psychosocial implications associated with talent development practices would be of considerable use for the coaching practitioner. This paper uses case studies as a platform to discuss potential psychosocial implications of early specialisation, and further, it also offers practical suggestions for the elite youth soccer coach. Three case studies were chosen; each is an account of observations that took place within a British soccer academy. Themes of the case studies included adult-led structures in early specialisation, awareness of need thwarting coach behaviours, and the retention or release of players. The case studies were deliberately chosen to prompt discussion, reflection, and action. Following the presentation of each case study, a theoretically driven discussion is formulated. Practical suggestions are then provided to assist in the management of talent development practices within elite youth soccer and to further enrich the experiences of players. Concluding thoughts and areas for future research are briefly discussed.

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Kroenke, Candyce. "Socioeconomic status and health: Youth development and neomaterialist and psychosocial mechanisms." Social Science & Medicine 66, no. 1 (January 2008): 31–42. http://dx.doi.org/10.1016/j.socscimed.2007.07.018.

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Yeung, Jerf W. K. "Family Socialization and Chinese Youth Children’s Development: Does psychosocial Maturity Matter?" Marriage & Family Review 55, no. 4 (June 21, 2018): 346–65. http://dx.doi.org/10.1080/01494929.2018.1478921.

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Rose, Theda, Meredith O. Hope, Dawn Thurman, Patrice Forrester, and Roderick Rose. "Nonorganizational Religious Involvement and Psychosocial Well-Being Among African American and Caribbean Black Youth." Journal of Black Psychology 46, no. 5 (July 2020): 388–422. http://dx.doi.org/10.1177/0095798420937856.

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Often cited as a developmental and cultural resource, religion has been widely studied. However, few studies have explored the relationship between nonorganizational religious involvement (NRI) and psychosocial well-being among Black youth or within ethnic groups of Black youth. This study examined this relationship among 1,170 African American and Caribbean Black youth who participated in the National Survey of American Life–Adolescent Supplement study. Moderated hierarchical regression results showed significant main effects of NRI on life satisfaction, self-esteem, coping, and depressive symptoms after accounting for study covariates (i.e., age, gender, family income, denomination, ethnicity, religious service attendance, and religious socialization). No significant interaction effects were observed between NRI and ethnicity on any of the psychosocial well-being outcomes. Results illuminate a promotive effect of NRI in this sample. Though no significant ethnicity and religiosity interaction effects were observed, findings suggest the importance of NRI as a key intervention target to support better psychosocial well-being among Black youth, in an effort to promote overall youth development.

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Erath, Stephen A., and Wendy Troop-Gordon. "Social-Contextual Predictors of Early Adolescents’ Responses to Peer Victimization: Introduction to the Special Issue." Journal of Early Adolescence 41, no. 1 (November 3, 2020): 5–12. http://dx.doi.org/10.1177/0272431620968905.

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How youth cope with peer victimization affects their psychosocial adjustment. Although coping processes can be facilitated or hindered by the relational context, social-contextual correlates of coping largely have been overlooked in the peer victimization literature. This special issue addresses this gap by bringing together a series of empirical papers that examine the roles of teachers, peers, and parents in youths’ responses to peer victimization. Multiple methodologies and perspectives are presented, providing a rich foundation for future research. We conclude this special issue with a conceptual paper that explores how different kinds of parental responses to peer victimization influence youths’ ability to cope with peer victimization, as well as their psychosocial development more broadly.

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Frounfelker, Rochelle L., Nargis Islam, Joseph Falcone, Jordan Farrar, Chekufa Ra, Cara M. Antonaccio, Ngozi Enelamah, and Theresa S. Betancourt. "Living through war: Mental health of children and youth in conflict-affected areas." International Review of the Red Cross 101, no. 911 (August 2019): 481–506. http://dx.doi.org/10.1017/s181638312000017x.

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AbstractChildren in armed conflict are frequently deprived of basic needs, psychologically supportive environments, educational and vocational opportunities, and other resources that promote positive psychosocial development and mental health. This article describes the mental health challenges faced by conflict-affected children and youth, the interventions designed to prevent or ameliorate the psychosocial impact of conflict-related experiences, and a case example of the challenges and opportunities related to addressing the mental health needs of Rohingya children and youth.

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Vaughn-Coaxum, Rachel A., and John R. Weisz. "Leveraging the developmental science of psychosocial risk to strengthen youth psychotherapy." Development and Psychopathology 33, no. 2 (March 15, 2021): 670–83. http://dx.doi.org/10.1017/s0954579420002035.

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AbstractMore than 50 years of randomized clinical trials for youth psychotherapies have resulted in moderate effect sizes for treatments targeting the most common mental health problems in children and adolescents (i.e., anxiety, depression, conduct problems, and attention disorders). Despite having psychotherapies that are effective for many children, there has been a dearth of progress in identifying the contextual factors that likely influence who will respond to a given psychotherapy, and under what conditions. The developmental psychopathology evidence base consistently demonstrates that psychosocial risk exposures (e.g., childhood adversities, interpersonal stressors, family dysfunction) significantly influence the onset and course of youth psychopathology. However, the developmental psychopathology framework remains to be well integrated into treatment development and psychotherapy research. We argue that advances in basic developmental psychopathology research carry promising implications for the design and content of youth psychotherapies. Research probing the effects of psychosocial risks on youth development can enrich efforts to identify contextual factors in psychotherapy effectiveness and to personalize treatment. In this article we review empirically supported and hypothesized influences of individual- and family-level risk factors on youth psychotherapy outcomes, and we propose a framework for leveraging developmental psychopathology to strengthen psychotherapies.

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Shamne, Anzhelika. "PSYCHOSOCIAL PERSONALITY DEVELOPMENT: CONTINUITY AND CHANGE IN ADOLESCENT, YOUTH AND ADULT AGE." PSYCHOLOGICAL JOURNAL 5, no. 5 (June 29, 2019): 84–98. http://dx.doi.org/10.31108/1.2019.5.5.7.

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Johnston, Julie, Chris Harwood, and Antoinette Marie Minniti. "Positive Youth Development in Swimming: Clarification and Consensus of Key Psychosocial Assets." Journal of Applied Sport Psychology 25, no. 4 (October 2013): 392–411. http://dx.doi.org/10.1080/10413200.2012.747571.

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Lee, Tak Yan, and Daniel T. L. Shek. "Positive Youth Development Programs Targeting Students with Greater Psychosocial Needs: A Replication." Scientific World JOURNAL 10 (2010): 261–72. http://dx.doi.org/10.1100/tsw.2010.3.

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The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) targets adolescents with greater psychosocial needs, and the related programs were designed and implemented by school social workers. After completion of the Tier 2 Program (Secondary 1 Level), 9,931 participants in 212 schools responded to the Subjective Outcome Evaluation Form (Form C) in order to assess their views of the program, workers, and perceived effectiveness of the program. Based on the consolidated reports submitted by the agencies to the funding body, the research team aggregated the consolidated data to form a “reconstructed” overall profile on the perceptions of the program participants. Four major types of program were identified, including programs based on the adventure-based counseling approach (n = 58), programs concentrating on volunteer training and services (n = 31), programs offering both adventure-based counseling and volunteer training activities (n = 91), and other programs with different foci (n = 32). Results showed that high proportions of the respondents had positive perceptions of the programs and the workers, and over four-fifths of the respondents regarded the program as helpful to them. The present study provides support for the effectiveness of the Tier 2 Program of the Project P.A.T.H.S. in Hong Kong for the Full Implementation Phase.

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Kipp, Lindsay E. "Psychosocial Aspects of Exercise and Physical Activity in Childhood." Pediatric Exercise Science 27, no. 1 (February 2015): 26–29. http://dx.doi.org/10.1123/pes.2015-0031.

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Purpose:A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program.Method:In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the life skills transfer survey (LSTS), a measure of perceived life skills transfer.Results:Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS.Conclusion:Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.

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Bethea, Sharon L. "The Impact of Oakland Freedom School’s Summer Youth Program on the Psychosocial Development of African American Youth." Journal of Black Psychology 38, no. 4 (January 3, 2012): 442–54. http://dx.doi.org/10.1177/0095798411431982.

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Shanahan, L., W. E. Copeland, E. J. Costello, and A. Angold. "Child-, adolescent- and young adult-onset depressions: differential risk factors in development?" Psychological Medicine 41, no. 11 (May 6, 2011): 2265–74. http://dx.doi.org/10.1017/s0033291711000675.

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BackgroundPrevious research reported that childhood adversity predicts juvenile- onset but not adult-onset depression, but studies confounded potentially genuine differences in adversity with differences in the recency with which adversity was experienced. The current study paper took into account the recency of risk when testing for differences among child-, adolescent- and young adult-onset depressions.MethodUp to nine waves of data were used per subject from two cohorts of the Great Smoky Mountains Study (GSMS; n=1004), covering children in the community aged 9–16, 19 and 21 years. Youth and one of their parents were interviewed using the Child and Adolescent Psychiatric Assessment (CAPA) between ages 9 and 16; these same youth were interviewed using the Young Adult Psychiatric Assessment (YAPA) at ages 19 and 21. The most common psychosocial risk factors for depression were assessed: poverty, life events, parental psychopathology, maltreatment, and family dysfunction.ResultsConsistent with previous research, most childhood psychosocial risk factors were more strongly associated with child-onset than with adolescent-/adult-onset depression. When potentially genuine risk differences among the depression-onset groups were disentangled from differences due to the recency of risk, child- and young adult-onset depression were no longer different from one another. Adolescent-onset depression was associated with few psychosocial risk factors.ConclusionsThere were no differences in putative risk factors between child- and young adult-onset depression when the recency of risk was taken into account. Adolescent-onset depression was associated with few psychosocial risk factors. It is possible that some adolescent-onset depression cases differ in terms of risk from child- and young adult-onset depression.

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Barry-Menkhaus, Samantha A., Alison M. Stoner, Kristin L. MacGregor, and Leslie A. Soyka. "Special Considerations in the Systematic Psychosocial Screening of Youth with Type 1 Diabetes." Journal of Pediatric Psychology 45, no. 3 (November 26, 2019): 299–310. http://dx.doi.org/10.1093/jpepsy/jsz089.

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Abstract Objective The American Diabetes Association recommends psychosocial screening for individuals with type 1 diabetes (T1D). The purpose of this study is to present (a) several high priority decisions that program developers may encounter when building a new psychosocial screening program and (b) both the screening development process and results of one mental health screening program within a multidisciplinary pediatric diabetes clinic, with particular emphasis on parent-youth screening agreement and changes to elevation status over time. Methods Youth with T1D ages 12–17 and parents of youth with T1D ages 8–17 were administered mental health screeners as a part of outpatient diabetes visits over a 1-year period. Youth depression and anxiety were screened using self- and parent proxy-report versions of the Patient-Reported Outcomes Measurement Information System (PROMIS). Results Youth (n = 154) and parents (n = 211) completed mental health screening measures, such that 228 youth were screened. Intraclass correlation coefficients (ICCs) between youth- and parent proxy-report agreement were good for the measures of depression (ICC = .787) and anxiety (ICC = .781), with parent proxy-reports significantly higher than youth self-reports of anxiety (p < .01). Of the 93 youth with follow-up screening data and no youth- or parent proxy-reported elevation on the initial screener, 16.1% had at least one elevated screener within 1 year. Conclusions Findings indicate that questions of who to screen and how often to screen may deserve increased scrutiny, as this screening program’s data suggest that there may be benefit to obtaining both youth- and parent report more often than annually.

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Harwood, Chris G., Jamie B. Barker, and Richard Anderson. "Psychosocial Development in Youth Soccer Players: Assessing the Effectiveness of the 5Cs Intervention Program." Sport Psychologist 29, no. 4 (December 2015): 319–34. http://dx.doi.org/10.1123/tsp.2014-0161.

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This study examined the effectiveness of a longitudinal 5C coaching intervention (Harwood, 2008), focused on promoting behavioral responses associated with commitment, communication, concentration, control, and confidence in youth soccer players. Five players, their parents and a youth academy soccer coach participated in a single-case multiple-baseline across individuals design with multiple treatments. Following baseline, the coach received sequential education in the principles of each C subsequent to integrating relevant strategies in their coaching sessions. During the five intervention phases, players completed assessments of their behavior in training associated with each C, triangulated with observationbased assessments by the coach and the players’ parents. Results indicated psychosocial improvements with cumulative increases in positive psychosocial responses across the intervention for selected players. Changes in player behavior were also corroborated by parent and coach data in conjunction with postintervention social validation. Findings are discussed with respect to the processes engaged in the intervention, and the implications for practitioners and applied researchers.

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Shek, Daniel T. L., and Britta M. Lee. "Development of a Positive Youth Development Program: Helping Parents to Improve Their Parenting Skills." Scientific World JOURNAL 6 (2006): 388–96. http://dx.doi.org/10.1100/tsw.2006.76.

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The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal) can help social workers to develop quality proposals on positive youth development programs in Hong Kong.

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Dionigi, Rylee A., Jessica Fraser-Thomas, Rachael C. Stone, and Amy M. Gayman. "Psychosocial development through Masters sport: What can be gained from youth sport models?" Journal of Sports Sciences 36, no. 13 (November 6, 2017): 1533–41. http://dx.doi.org/10.1080/02640414.2017.1400147.

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Brown, Ruth C., Michael A. Southam-Gerow, Bryce D. McLeod, Emily B. Wheat, Carrie B. Tully, Steven P. Reise, Philip C. Kendall, and John R. Weisz. "The global therapist competence scale for youth psychosocial treatment: Development and initial validation." Journal of Clinical Psychology 74, no. 4 (September 25, 2017): 649–64. http://dx.doi.org/10.1002/jclp.22537.

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Whitley, Meredith A., and Daniel Gould. "Psychosocial Development in Refugee Children and Youth through the Personal–Social Responsibility Model." Journal of Sport Psychology in Action 1, no. 3 (February 3, 2011): 118–38. http://dx.doi.org/10.1080/21520704.2010.534546.

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Shek, Daniel T. L., Tak Yan Lee, Rachel C. F. Sun, and Daniel W. M. Lung. "Positive Youth Development Programs Targeting Students with Greater Psychosocial Needs: Subjective Outcome Evaluation." Scientific World JOURNAL 8 (2008): 73–82. http://dx.doi.org/10.1100/tsw.2008.3.

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The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) targets adolescents with greater psychosocial needs, and the related programs were designed and implemented by school social workers. After completion of the Tier 2 Program, 2,173 students in 52 schools responded to the Subjective Outcome Evaluation Form (Form C), assessing their views of the program, instructors, and perceived effectiveness of the program. Based on the consolidated reports submitted by the agencies to the funding body, the research team aggregated the consolidated data to form a “reconstructed” overall profile of the perceptions of the program participants. Four major types of program were identified, including programs based on the adventure-based counseling approach (N = 8), programs concentrated on volunteer training and services (N = 7), programs incorporating both adventure-based counseling and volunteer training elements (N = 30), and other programs with different foci (N = 7). Results showed that high proportions of the respondents had positive perceptions of the programs and the instructors, and roughly four-fifths of the respondents regarded the program as helpful to them. The present study provides support for the effectiveness of the Tier 2 Program of P.A.T.H.S. in Hong Kong for the experimental implementation phase.

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Shek, Daniel T. L., and Rachel C. F. Sun. "Helping Adolescents with Greater Psychosocial Needs: Evaluation of a Positive Youth Development Program." Scientific World JOURNAL 8 (2008): 575–85. http://dx.doi.org/10.1100/tsw.2008.85.

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The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), designed and implemented primarily by school social workers, attempts to help adolescents with greater psychosocial needs. After completion of the Tier 2 Program in the Full Implementation Phase (2006/07 school year), 10,255 Secondary 1 students in 207 schools responded to the Subjective Outcome Evaluation Form (Form C) to assess their views of the program, instructors, and perceived effectiveness of the program. Results showed that high proportions of the respondents had positive perceptions of the program and the instructors, and roughly four-fifths of the respondents regarded the program as helpful to them. Pearson correlation analyses showed that perceptions of the program and instructors were significantly correlated with perceived effectiveness of the program. Participants who joined volunteer training activities generally had higher global subjective outcome evaluation scores than did participants who attended programs without volunteer training activities.

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Kordic, Boris, and Lepa Babic. "The role of mentoring in youth development." Zbornik Instituta za pedagoska istrazivanja 44, no. 1 (2012): 196–212. http://dx.doi.org/10.2298/zipi1201196k.

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There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and prot?g?s figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77) and university students from Belgrade (109). Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one?s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert), two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance) and two types of features in respondents (Openness towards learning and Relying on others). Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to prot?g?s, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for prot?g?s, and for prot?g?s to be open towards learning and ready to find a support in mentors.

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Harris, Andy, and Troy E. Beckert. "Effect of HOBY Leadership Seminar on Self-Reported Psychosocial Outcomes in Adolescents." Journal of Youth Development 13, no. 4 (December 14, 2018): 118–33. http://dx.doi.org/10.5195/jyd.2018.573.

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Civic engagement is important for the positive development of adolescents. As such, many youth development programs promote civic engagement, particularly community service and volunteerism. This report is a program evaluation of a youth leadership seminar that seeks to empower adolescents to engage in community service. Using a pre to post mixed-methods design, we evaluated 114 adolescent participants on several psychosocial outcomes. Findings indicated that participants experienced positive change that was consistent with program goals. Quantitative findings demonstrated self-reported increases in areas of cognitive autonomy, moral ideal and social responsibility. Qualitative findings included the important themes of an increased desire to volunteer, confidence, and positive feelings towards self. Implications of these findings and future directions are also discussed.

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Brookins, Craig C. "Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents." Perceptual and Motor Skills 82, no. 3 (June 1996): 803–10. http://dx.doi.org/10.2466/pms.1996.82.3.803.

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Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

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Burns, Sharyn K., Bruce Maycock, Janina Hildebrand, Yun Zhao, Steve Allsop, Roanna Lobo, and Peter Howat. "Development and testing of the Youth Alcohol Norms Survey (YANS) instrument to measure youth alcohol norms and psychosocial influences." BMJ Open 8, no. 5 (May 2018): e019641. http://dx.doi.org/10.1136/bmjopen-2017-019641.

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Harris, Pete. "‘I think I had to move backwards before I could move forward again’: a psychosocial case study exploring the interweaving of desistance from violent offending and professional youth worker identity formation." Journal of Psychosocial Studies 13, no. 2 (July 1, 2020): 193–208. http://dx.doi.org/10.1332/147867320x15907719497742.

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This article explores the interweaving of desistance from violent offending and professional identity formation via a psychosocial case study of a youth worker undergoing training in the UK. It follows the trainee for five years as he attempts to leave his past as a football hooligan behind him and construct a new professional identity as a youth worker. I argue that the case exemplifies how some youth professionals with lived experience of violence, if not given the time and space to build reflexive awareness, may struggle to meet the demands of professional roles such as youth work. I identify what I see as some implications for the promotion of ex-violent offenders as role models to young men involved in violence, as has recently found support within popular and political arenas in the UK. The article concludes that training and continuing professional development regimes, when designed for those with a history of violent offending, might benefit from the deep understanding of violence, professional identity formation and desistance that psychosocial analysis offers.

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Tinsley, Taunya Marie, and Lisa Lopez Levers. "Fostering Self-Determination and Resilience Through Sports Counselling: Psychosocial Development of Youth in Botswana." Journal of Psychology in Africa 17, no. 1-2 (January 2007): 163–72. http://dx.doi.org/10.1080/14330237.2007.10820163.

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Atwal, Amanbir, Quynh Doan, Bruce Wright, Elizabeth Hankinson, Punit Virk, Hawmid Azizi, Rob Stenstrom, Tyler Black, Rebecca Gokiert, and Amanda Newton. "76 The predictive validity of MyHEARTSMAP for psychosocial screening in the emergency department." Paediatrics & Child Health 25, Supplement_2 (August 2020): e31-e32. http://dx.doi.org/10.1093/pch/pxaa068.075.

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Abstract Background Mental health concerns in childhood and adolescence are prevalent, affecting nearly one million Canadian youth. In the absence of screening, up to 98% of these concerns can go undiagnosed, leading to significant health, educational, and social consequences. Consequently, the American Academy of Pediatrics recommends the development of screening tools to facilitate early identification and access to treatment. The Emergency Department (ED) represents a unique environment to implement such universal screening, as it is immediately accessible and may be the only point of contact for some vulnerable youth with undiagnosed illness. However, there are few existing instruments which take into account commonly cited barriers such as time constraints, disruption of ED flow, limited resources, and patient privacy. Objectives To facilitate efficient screening with minimal impact on ED flow, our team developed MyHEARTSMAP, an electronic self-administered screening tool. The tool is adapted from HEARTSMAP, a previously validated computerized assessment and management tool used by ED clinicians. MyHEARTSMAP has previously been evaluated for face validity and inter-rater reliability. Here, we measured the sensitivity and specificity of MyHEARTSMAP in identifying mental health concerns in youth. Design/Methods A prospective cohort study was conducted at two tertiary care pediatric EDs. Eligible youth aged 10-17 years presenting for a non-mental health complaint were invited to self-screen using MyHEARTSMAP. An accompanying parent/guardian could also complete an assessment of their child. The sensitivity and specificity was measured as the proportion of screened youth with mental health concerns identified through self-assessment by MyHEARTSMAP compared to assessment performed by a clinician (criteron standard). Results 760 youth and/or parents completed the study intervention. The sensitivity at identifying any psychiatric concerns was comparable between youth and guardian assessments: 92.7% (95%CI: 89.1, 95.4%) and 93.1% (95%CI: 89.5, 95.8%) respectively. The specificity at identifying youth without any psychiatric issues was also comparable between youth and their guardians: 42.2% (95%CI: 37.3, 47.3) and 37.0% (95%CI: 32.2,42.1), respectively. Conclusion MyHEARTSMAP is sensitive for identifying youth with mental health concerns. While it showed only modest specificity, false positives were almost entirely (98%) mild issues identified by youth and deemed to be normal by clinicians. This would not place a burdensome demand on mental health services and could be effectively assessed without specialized psychiatric training. Thus, MyHEARTSMAP may be an effective tool for early identification and management of mental health concerns.

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SWANSON, DENA PHILLIPS, MARGARET BEALE SPENCER, VINAY HARPALANI, DAVIDO DUPREE, ELIZABETH NOLL, SOFIA GINZBURG, and GREGORY SEATON. "Psychosocial development in racially and ethnically diverse youth: Conceptual and methodological challenges in the 21st century." Development and Psychopathology 15, no. 3 (August 1, 2003): 743–71. http://dx.doi.org/10.1017/s0954579403000361.

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As the US population becomes more diverse in the 21st century, researchers face many conceptual and methodological challenges in working with diverse populations. We discuss these issues for racially and ethnically diverse youth, using Spencer's phenomenological variant of ecological systems theory (PVEST) as a guiding framework. We present a brief historical background and discuss recurring conceptual flaws in research on diverse youth, presenting PVEST as a corrective to these flaws. We highlight the interaction of race, culture, socioeconomic status, and various contexts of development with identity formation and other salient developmental processes. Challenges in research design and interpretation of data are also covered with regard to both assessment of contexts and developmental processes. We draw upon examples from neighborhood assessments, ethnic identity development, and attachment research to illustrate conceptual and methodological challenges, and we discuss strategies to address these challenges. The policy implications of our analysis are also considered.

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Weiss, Maureen R., Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza, and Nicole D. Bolter. "Girls on the Run: Impact of a Physical Activity Youth Development Program on Psychosocial and Behavioral Outcomes." Pediatric Exercise Science 31, no. 3 (August 1, 2019): 330–40. http://dx.doi.org/10.1123/pes.2018-0168.

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Purpose: Girls on the Run is an after-school physical activity-based positive youth development program designed to enhance girls’ social, psychological, and physical development. We evaluated the effectiveness of the program by employing a longitudinal design and mixed methods. Methods: Girls (N = 203; aged 8–11 y) completed survey measures of positive youth development constructs (competence, confidence, connection, character, and caring), physical activity, and sedentary behavior prior to, at the end of, and 3 months after the season. Subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Coaches completed information about their team’s community impact project and number of girls who completed the season-ending 5k. Results: The full sample improved in confidence and connection, whereas girls who started below the preseason average showed the greatest gains from preseason to postseason on all measures, and scores were maintained or continued to improve at follow-up. All stakeholders in focus groups corroborated evidence of season-long improvement in social and emotional behaviors and health outcomes. Involvement in the community impact project contributed to girls’ growth in character and empathy skills. Conclusion: Findings provide empirical evidence that Girls on the Run is effective in promoting positive youth development, including season-long and lasting change in competence, confidence, connection, character, caring, and physical activity, especially among girls who exhibited lower preseason scores than their peers.

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Allegrini, Andrea G., Brittany E. Evans, Susanne de Rooij, Kirstin Greaves-Lord, and Anja C. Huizink. "Gene × Environment contributions to autonomic stress reactivity in youth." Development and Psychopathology 31, no. 1 (December 17, 2017): 293–307. http://dx.doi.org/10.1017/s095457941700181x.

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AbstractDysregulated physiological stress reactivity has been suggested to impact the development of children and adolescents with important health consequences throughout the life span. Both environmental adversity and genetic predispositions can lead to physiological imbalances in stress systems, which in turn lead to developmental differences. We investigated genetic and environmental contributions to autonomic nervous system reactivity to a psychosocial stressor. Furthermore, we tested whether these effects were consistent with the differential susceptibility framework. Composite measures of adverse life events combined with socioeconomic status were constructed. Effects of these adversity scores in interaction with a polygenic score summarizing six genetic variants, which were hypothesized to work as susceptibility factors, were tested on autonomic nervous system measures as indexed by heart rate and heart rate variability. Results showed that carriers of more genetic variants and exposed to high adversity manifested enhanced heart rate variability reactivity to a psychosocial stressor compared to carriers of fewer genetic variants. Conversely, the stress procedure elicited a more moderate response in these individuals compared to carriers of fewer variants when adversity was low.

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