Positive Youth Development
Description
This book presents positive youth development research in easy-to-understand concepts that have direct and clear application to youth development practice. Using the 4-H Thriving Model as an example, it discusses key areas of youth development research, such as developmental settings, learning and development, and youth thriving, in the context of their relevance to effective youth development practice. Each chapter examines a particular aspect of youth development research, providing a succinct summary of the topic, detailing implications for youth development practice, and offering guidance for translating the research into practice. Contributors introduce the need for high-quality, science-based youth development programs, the importance of high-quality youth development settings, critical facets of youth thriving, and the benefits of such programs to society writ large.
Key areas of coverage include:
- The science of learning and development as well as the role of learning and meaning making
- Positive youth development program models and high-quality youth program settings
- Youth belonging and equity in youth programming
- Developmental relationships, challenge and growth mindset, and prosocial development as well as purpose, hope, and identity
- Transcendent awareness, emotional regulation, and self-regulation and goal setting
Positive Youth Development is an essential resource for all professionals, clinicians, and practitioners as well as researchers, educators, and graduate students in developmental psychology, child and adolescent psychiatry, school psychology, clinical social work, public health, education, and all related disciplines.
More details
Other editions
Additional editions
Persons
Mary E. Arnold, Ph.D., is a professor in Human Development and Family Science and an Extension 4-H Youth Development Specialist at Oregon State University. As a developmental scientist, Dr. Arnold's work passion is translating developmental research into youth development practice. She is currently on special assignment serving as the Director of Youth Development Research and Practice with National 4-H Council, where she is working with 4-H professionals from across the country to elevate the implementation of high-quality positive youth development in 4-H programs. Dr. Arnold is the author of the 4-H Thriving Model , which articulates a positive youth development theory of change for 4-H that has been adopted nationally.
Theresa M. Ferrari, Ph.D., has been a professor and Extension Specialist on the Ohio 4-H's state staff at Ohio State University since 2000, where she leads the statewide focus on healthy living programs, a national 4-H mission area. Her career in the Cooperative Extension System spans four states in county, state, and national positions. Her programmatic and research interests are in best practices for achieving outcomes in youth development programs. Through her work with 4-H members, graduate students, and early career and seasoned professionals, Dr. Ferrari continues to prepare the next generation of citizens, practitioners, and scholars.
Content
Chapter 1. Science of Learning and Development in Community-Based Youth Development Programs.- Chapter 2. Introduction to Positive Youth Development.- Section 1. The Positive Youth Development Solution for a New Generation of Young People .- Chapter 3. Fully Prepared Does Not Mean Problem Free.- Chapter 4. Why Models of PYD Matter More Now Than Ever.- Chapter 5. The 4-H Thriving Model: Informed by Science: Grounded in Practice.- Chapter 6. The Practitioner's Challenge: Readiness to Change.- Section 2. Developmental Settings That Make a Difference for Youth .- Chapter 7. Why High-Quality Program Settings Matter for Positive Youth Development.- Chapter 8. Positive Youth Development Begins with Belonging.- Chapter 9. Facilitating Youth Sparks.- Chapter 10. The Power of Developmental Relationships.- Chapter 11. Ensuring Equity, Access, and Opportunity for All Youth to Thrive.- Section 3. Helping Youth Thrive .- Chapter 12. Social-EmotionalLearning: It Is Not a By-Product, It Is Our Main Product.- Chapter 13. Challenge, Mindset, Growth, and Development.- Chapter 14. Prosocial Development.- Chapter 15. Purpose, Hope, and Identity.- Chapter 16. Guiding Decisions and Actions: Transcendent Awareness.- Chapter 17. Positive Emotionality and Regulation.- Chapter 18. Intentional Self-Regulation and Goal Setting: Aiming High.- Section 4. Future Directions in Research and Practice .- Chapter 19. Learning and Meaning Making in Youth Development Settings.- Chapter 20. When Every Youth Thrives, We All Thrive.- Chapter 21. What Comes Next and Will They Be Ready?.- Chapter 22. Unsung Heroes: Celebrating the Youth Development Practitioner.
