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June 29, 2013 1 World Congress of Positive Psychology
Richard M. Lerner
Richard M. Lerner and Colleagues
Institute for Applied Research in Youth Development
Tufts University
June 29, 2013 2 World Congress of Positive Psychology
Richard M. Lerner
1. What is positive development?
2. What are the key ideas associated with the PYD perspective?
3. Why is it important to study the links between PYD, the ecology of human development, and youth contributions to their communities and to civil society?
4. What does research tell us about
these links?
5. What are the implications of research for practice and policy?
THE KEY QUESTIONS ABOUT THE POSITIVE
YOUTH DEVELOPMENT (PYD) PERSPECTIVE
June 29, 2013 3 World Congress of Positive Psychology
Richard M. Lerner
G. Stanley Hall (1904), of Clark University, founded the study of adolescence.
Hall defined adolescence as a period of universal and inevitable, biologically-based storm and stress.
Therefore, according to Hall, Anna Freud, and Erik Erikson, adolescence was a period of crisis and disturbance.
These ideas resulted in the view that adolescents were "broken" or in danger of becoming "broken."
For almost all of the 20th century most research about adolescence was based on this deficit conception of young people.
What We THOUGHT
We Knew About Adolescence
June 29, 2013 4 World Congress of Positive Psychology
Richard M. Lerner
As early as the 1960s, research began to show
that the deficit model was not in fact true:
There are problems that occur during adolescence. BUT there are problems that occur in infancy, childhood, and adulthood as well.
All age periods have challenges, and the fact that there are life problems in the teenage years does not in and of itself make it a special period.
The adolescent years may have some age-typical problems, but so too do all other age periods.
Adolescents who have an especially stormy decade also tend to have had a problematic childhood as well.
The stereotypes of adolescent problems evaporate in the light of actual research.
What Research TELLS Us About the
Presumed Deficits of Youth
June 29, 2013 5 World Congress of Positive Psychology
Richard M. Lerner
Most young people do NOT have a stormy adolescent period.
Although adolescents spend increasingly more time with peers than with parents, most adolescents still value their relationships with parents enormously.
Most adolescents have core values (e.g., about the importance of education in ones life, about social justice, and about spirituality) that are consistent with those of their parents.
Most adolescents select friends who share these core values.
Research Contradicts the Stereotypes
of the Teenage Years
June 29, 2013 6 World Congress of Positive Psychology
Richard M. Lerner
Throughout much of the 1990s
most research continued to use Halls deficit model to study adolescence.
Literally hundreds of millions of dollars continue to be spent each year in the United States to reduce the problems caused by the alleged deficits of adolescents.
These problems include Alcohol use and abuse Unsafe sex and teenage pregnancy School failure and drop out Crime and delinquency Depression and self-harming behaviors.
But the Deficit Models Do Not Die.
They dont even seem to fade away
June 29, 2013 7 World Congress of Positive Psychology
Richard M. Lerner
In the 1990s a new vision of the teen years emerged from biology and developmental science.
This is the Positive Youth Development (PYD) perspective.
The Birth of a New Phase in the
Scientific Study of Adolescence
June 29, 2013 8 World Congress of Positive Psychology
Richard M. Lerner
A VERY BRIEF
HISTORY OF THE
PYD PERSPECTIVE
June 29, 2013 9 World Congress of Positive Psychology
Richard M. Lerner
1989/1990: Rick Little, Founding President of the
International Youth Foundation
Introduces the concept of PYD
Defines PYD as composed of 4 Cs: Competence, Confidence, Connection, and Character
1995: Conference in Aspen, CO
organized by Peter Benson: The
C of Caring is added There are now 5 Cs!
1996: SRA (Boston): Rick Little suggests that when the
5 Cs develop, a 6th C, Contribution, emerges in youth
RICK LITTLE (1989/1990, 1996)
June 29, 2013 10 World Congress of Positive Psychology
Richard M. Lerner
The concept of PYD has been understood in at least three interrelated but nevertheless different ways:
As a developmental process;
As a philosophy or approach to
youth programming; and
As instances of youth programs and organizations focused on fostering the healthy or positive development of youth
STEPHEN HAMILTON (1999)
June 29, 2013 11 World Congress of Positive Psychology
Richard M. Lerner
APPROACHES TO
PYD AS A
DEVELOPMENTAL
PROCESS
June 29, 2013 12 World Congress of Positive Psychology
Richard M. Lerner
Developmental science involves the description,
explanation, and optimization of intraindividual
change and of interindividual differences in
intraindividual change across the life span:
Today, the cutting-edge of theory in developmental science
involves the use of relational developmental systems models
(RDSMs)
These models constitute the frame for all current models of
Positive Youth Development (PYD)
THE FOCUS OF DEVELOPMENTAL
SCIENCE
June 29, 2013 13 World Congress of Positive Psychology
Richard M. Lerner
RELATIONAL DEVELOPMENTAL
SYSTEMS THEORIES
The integration of levels of organization, from biology/physiology through culture, the physical ecology, and history
Developmental regulation across life involves mutually influential individual context relations
Integrated actions, individual context relations, are the basic
unit of analysis within human development
Temporality and relative plasticity in human development
Optimism, the application of developmental science, and the promotion of positive human development: The potential for furthering social justice
June 29, 2013 14 World Congress of Positive Psychology
Richard M. Lerner
1. Because of the potential to change,
all youth have strengths.
2. All contexts have strengths as well.
These strengths are resources that
may be used to promote positive
youth development.
3. These resources are termed
developmental assets. They are the social nutrients needed for healthy development.
The PYD Perspective:
Six Core Concepts
June 29, 2013 15 World Congress of Positive Psychology
Richard M. Lerner
4. These assets are found in families,
schools, faith institutions, youth serving
organizations, and the community more
generally.
5. If the strengths of youth are combined
with ecological developmental assets,
then positive, healthy development may
occur.
6. We should be optimistic that it is in our
power to promote positive development
among ALL youth and to create more
asset-rich settings supporting such
development among ALL youth.
The PYD Perspective:
Six Core Concepts
June 29, 2013 16 World Congress of Positive Psychology
Richard M. Lerner
WILLIAM DAMON and the
Study of Purpose
Indicator of PYD and thriving is engagement in common welfare and
community contributions
Criteria of purpose as ultimate concern
A youth has all elements of the definition:
Something to accomplish; beyond the self rationale; plans for future action;
meaningfulness to self; incorporation into ones identity
Organizes the persons decisions and activities
Visible activities related to the concern
June 29, 2013 17 World Congress of Positive Psychology
Richard M. Lerner
PETER BENSON and the
Study of Developmental Assets
Search Institute
Individual developmental assets
Commitment to learning
Positive values
Social competencies
Positive identity
Align with ecological assets:
Support
Empowerment
Boundaries and expectations
Constructive use of time
June 29, 2013 18 World Congress of Positive Psychology
Richard M. Lerner
Expectancy-value model of
achievement-related choices:
Activity choice, persistence, and
performance are related to expectations
for success and value for the activity
Expectations and value also influence
other personal and contextual factors
linked together within the developmental
system
JACQUELYNNE ECCLES and the
Study of Stage-Environment Fit and
Motivation
June 29, 2013 19 World Congress of Positive Psychology
Richard M. Lerner
Initiative is a key component of PYD,
and can be developed through:
Out-of-School-Time (OST) activity contexts in
which youth can act as producers of their own
positive development, and
Personal connections with adults and peers
within these OST programs
Emphasis on approaches to
community-based programs that
promote PYD
REED LARSON and the Study of
Motivation, Active Engagement, and
Real-Life Changes
June 29, 2013 20 World Congress of Positive Psychology
Richard M. Lerner
MARGARET BEALE SPENCER
and the PVEST Model
Phenomenological Variant of Ecological Systems Theory (PVEST)
Accounts for structural factors, cultural influences, individual experiences,
individual perceptions
Focuses on self evaluation of minority American youth based on stereotypes
and biases of others and subsequent
coping
Considers structural inequalities in PYD
June 29, 2013 21 World Congress of Positive Psychology
Richard M. Lerner
STEPHEN AND MARY AGNES
HAMILTON:
Positive Adolescent-to-Adult Transitions
Positive adolescent to adult transitions: school to work transition
Adolescents must consider two key facets of education and career:
Transparency, seeing through intricacies of stated and unstated rules of the education
system and labor market
Permeability, amount of effort needed to move from one career plan to another
June 29, 2013 22 World Congress of Positive Psychology
Richard M. Lerner
RICHARD F. CATALANO and
J. DAVID HAWKINS and the study of the
role of programs that promote PYD outcomes in youth
Bonding
Resilience
Social competence
Emotional competence
Cognitive competence
Behavioral competence
Moral competence
Self-determination
Clear and positive identity
Spirituality
Self efficacy
Belief in the future
Recognition for positive behavior
Opportunities for prosocial involvement
Prosocial norms
June 29, 2013 23 World Congress of Positive Psychology
Richard M. Lerner
ANN MASTEN and the
Study of Resilience
Studies resilience and the quality of adaptation
Resilience is a dynamic construct
Resilience is result of individual context relations
Investigates the developmental cascades involved in these relations
Studies of resilience among diverse groups of youth
June 29, 2013 24 World Congress of Positive Psychology
Richard M. Lerner
RICHARD M. AND JACQUELINE V. LERNER:
Study of Individual Context Relational Processes and PYD
PYD is optimized when youth strengths are aligned with ecological resources
(developmental assets)
Intentional Self Regulation and Hope are key strengths of youth
Individuals, institutions, collective activity, and access are key ecological developmental assets
Five Cs of PYD are the outcomes of youth context relations
Thriving youth contribute to their context
Contribution is the 6th C of PYD
June 29, 2013 25 World Congress of Positive Psychology
Richard M. Lerner
THE LERNER & LERNER RELATIONAL
DEVELOPMENTAL SYSTEMS MODEL OF
PYD
PYD
Competence
Confidence
Character Caring
Connection
Ecological
Assets
Individual
Strengths
Contribution
Reduced Risk
Behavior
June 29, 2013 26 World Congress of Positive Psychology
Richard M. Lerner
TIME
+
_
Ad
ap
tive
Deve
lop
me
nta
l R
eg
ula
tio
ns
Bro
ad
er
Ec
olo
gy o
f H
um
an
Deve
lop
me
nt
?
THE LERNER & LERNER MODEL OF PYD AS
INSTANTIATED WITHIN THE 4-H STUDY OF POSITIVE
YOUTH DEVELOPMENT
June 29, 2013 27 World Congress of Positive Psychology
Richard M. Lerner
What We Have
Learned About PYD
To Date:
A Brief Overview of
Findings from the
4-H Study of PYD
June 29, 2013 28 World Congress of Positive Psychology
Richard M. Lerner
THE 4-H STUDY OF
POSITIVE YOUTH
DEVELOPMENT
June 29, 2013 29 World Congress of Positive Psychology
Richard M. Lerner
WITH GRATITUDE TO:
Don Floyd, President and CEO of the
National 4-H Council
The Altria Corporation
THEIR VISION, VALUES, LEADERSHIP,
AND SUPPORT CREATED THE FIELD
OF PYD
June 29, 2013 30 World Congress of Positive Psychology
Richard M. Lerner
Jennifer P. Agans
Miriam R. Arbeit
Edmond Bowers
Mary H. Buckingham
Kristina Callina
Robey Champine
Paul Chase
Lisette M. DeSouza
Santiago Gasca
G. John Geldhof
Kathleen Greenman
Rachel Hershberg
Lacey Hilliard
Heidi Johnson
Sarah Johnson
Megan Kiely Mueller
Jacqueline V. Lerner
Jarrett Lerner
Richard M. Lerner
Christopher Napolitano
Dee Pratti
Amy E. A. Warren
Dan Warren
Michelle B. Weiner
June 29, 2013 31 World Congress of Positive Psychology
Richard M. Lerner
Across Grades 5 to 12, we sampled about 7,000
youth and 3,500 parents from 42 states .
The 4-H Study uses a form of a cohort-sequential
longitudinal design: Youth were first surveyed in 5th Grade New students were added each year We also studied these new students longitudinally Therefore, the sample size increases across the study
A subgroup of participants was assessed two years
post high school
DESIGN OF THE 4-H STUDY
June 29, 2013 32 World Congress of Positive Psychology
Richard M. Lerner
MEASUREMENT IN THE STUDY
OF PYD .
The Five Cs of PYD*
Youth Strengths Intentional Self Regulation: The SOC Model**
School Engagement*
Hope for a Positive Future*
Ecological Assets Individuals, Institutions, Youth-Adult Collaborations, Access*
Contribution: Active and Engaged Citizenship*
Risk/Problem Behaviors
* Developed by IARYD researchers
**Adapted and developed by IARYD researchers
June 29, 2013 33 World Congress of Positive Psychology
Richard M. Lerner
.
PYD
Competence
Confidence
Character Caring
Connection
June 29, 2013 34 World Congress of Positive Psychology
Richard M. Lerner
Intentional self regulation (ISR) constitutes key cognitive and behavioral bases of PYD Positively predicts PYD and Contribution and negatively predicts
Risk/Problem behaviors within and across grades
Hope for the future is a key emotional basis of PYD Within and across grades, Hopeful Future Expectation scores are
associated with high ISR, PYD and Contribution and low risk behaviors and depressive symptoms
School Engagement is composed of Behavioral, Emotional, and Cognitive components Within and across grades, school engagement is associated with
better self-reported grades, higher ISR, and lower involvement in delinquency and substance use
June 29, 2013 35 World Congress of Positive Psychology
Richard M. Lerner
Key Ecological Assets Promoting PYD are: 1. Individuals in the lives of youth, such as mentors, family members, and
teachers
2. Physical and institutional resources, such as schools and community programs
3. Youth engagement, with people and institutions in their environments
4. The accessibility of people and institutions in the environments of youth
In each family, school, and community setting, and within and across grades, INDIVIDUALS are always the most important asset in predicting PYD and Contribution
Youth Development (YD) Programs which are marked by the Big Three (Positive and sustained adult-youth relations; Life-skill building curricula; and Opportunities for youth participation in and leadership of valued family, school, and community activities) are key ecological assets linked to PYD and youth Contribution
June 29, 2013 36 World Congress of Positive Psychology
Richard M. Lerner
Contribution is a Key Outcome of PYD
Contribution involves Active and Engaged Citizenship (AEC): Civic duty, Civic skills, Neighborhood social connection, and Civic participation
Within and across grades, Contribution is associated with ISR, Hope, and PYD
Lowered Risk/Problem Behaviors
ISR, Hope, and PYD are negatively related to Risk/Problem Behaviors within and across grades
June 29, 2013 37 World Congress of Positive Psychology
Richard M. Lerner
However, there are diverse pathways youth travel across adolescence
Trajectories start and end at diverse points; trajectories have different shapes
June 29, 2013 38 World Congress of Positive Psychology
Richard M. Lerner
5.7%
25.1%
26.8%
42.3%
POSITIVE YOUTH DEVELOPMENT
June 29, 2013 39 World Congress of Positive Psychology
Richard M. Lerner
CONTRIBUTION
13.6%
12.4%
38.8%
35.2%
June 29, 2013 40 World Congress of Positive Psychology
Richard M. Lerner
RISK BEHAVIORS
(SUBSTANCE USE AND DELINQUENCY)
3.9%
9.5%
47.1%
26.9% 12.6%
June 29, 2013 41 World Congress of Positive Psychology
Richard M. Lerner
DEPRESSIVE SYMPTOMS
22.2%
3.6%
62.7%
5.3%
6.2%
June 29, 2013 42 World Congress of Positive Psychology
Richard M. Lerner
There are also diverse combinations of positive and
problematic trajectories: Despite a general inverse
relation between positive and problematic behaviors,
some youth may show very different developmental
pathways, for instance, increases in both positive and
problematic behaviors
High levels of youth strengths (e.g., ISR) and high
levels of ecological assets (e.g., sustained mentoring)
place youth on the most favorable trajectories
June 29, 2013 43 World Congress of Positive Psychology
Richard M. Lerner
Relative plasticity exists across adolescence
Adolescent development involves multi-directionality,
equi-potentiality, equi-finality, and multi-finality
Optimism about enhancing youth development is warranted
Promotion and prevention should be the focus of programs
A multi-part What question is therefore needed in evidence-based youth programs: For example What characteristics of intraindividual change, in relation to what contextual
characteristics, for what youth, will lead to what outcomes,
through what intervention programs, during what portions of
ontogeny?
CONCLUSIONS AND IMPLICATIONS
June 29, 2013 44 World Congress of Positive Psychology
Richard M. Lerner
Community-Based Youth Development
Programs
Skill-building activities
Sustained youth-adult
partnerships
Youth leadership
PYD
HOW DO WE PROMOTE PYD AND CONTRIBUTION?
School- and Community-based YD Programs (Marked by
the Big 3 Program Characteristics) influence PYD and Civic Behaviors
Civic
Contributions
June 29, 2013 45 World Congress of Positive Psychology
Richard M. Lerner
IMPLICATIONS OF THE 4-H STUDY FOR
ENHANCING THE PYD CIVIL SOCIETY RELATIONSHIP
Practice
Research & Evaluation
Policy
June 29, 2013 46 World Congress of Positive Psychology
Richard M. Lerner
What actions predicated on the Big Three
of what duration
with what youth
in what communities
at what points in adolescence
will result in what features of positive youth development and youth contributions to self, family, community, and civil society?
Or, more simply:
How do we use youth development programs to foster mutually beneficial relations between healthy youth and a nation marked by social justice, democracy, and liberty?
ANSWERING THE REALLY BIG QUESTION ABOUT PYD AND CIVIC ENGAGEMENT