scholarly journals Adults as Ecological Assets for Positive Youth Development: An In Depth Examination of Social Resources

2016 ◽  
Author(s):  
Shannon Varga
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Social Resources ◽  
Ecological Assets

scholarly journals Activities and relationships with parents as key ecological assets that encourage personal positive youth development

2021 ◽  
Author(s):  
Santos Orejudo ◽  
Álvaro Balaguer ◽  
Alfonso Osorio ◽  
Pedro Antonio de la Rosa ◽  
Cristina Lopez‐del Burgo
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Ecological Assets

Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets

2012 ◽  
Vol 2012 (135) ◽  
pp. 119-128 ◽  
Author(s):  
Richard M. Lerner ◽  
Edmond P. Bowers ◽  
G. John Geldhof ◽  
Steinunn Gestsdóttir ◽  
Lisette DeSouza
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
The Face ◽  
Ecological Assets

Positive youth development: Assessing the interaction between intentional self-regulation and motivation

2013 ◽  
Author(s):  
G. John Geldhof ◽  
Michelle B. Weiner ◽  
Jennifer P. Agans ◽  
Megan Kiely Mueller ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Intentional Self Regulation

PROMOTING POSITIVE YOUTH DEVELOPMENT: A SCHOOL GARDEN NARRATIVE

2017 ◽  
Vol 14 (2) ◽  
pp. 135-150
Author(s):  
Andile Mji
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Qualitative Data ◽  
Development Programme ◽  
School Garden ◽  
Narrative Perspective ◽  
Resultant Effect

This study reports on a programme encapsulating the ideals of positive youth development. Here, a specific narrative of an observed problem, how youths were encouraged to participate in activities and the resultant effect of interactions, is described. Participants were 118 learners, 67 (56.8%) of whom were females. The learners were in Grades 10, 11 and 12 with ages ranging between 16 years and 18 years. The programme learners participated in starting and tending gardens at school. Here, the aim was to determine how exposing learners to an empowering environment resulted in building their competencies. Specifically, this article determined what lessons learners learnt from the development programme and whether attributes of positive youth development could be extracted from learners’ utterances. Qualitative data using open-ended interviews and following a narrative perspective were collected. Findings revealed that learners changed, learned to share and understood what it meant to work with others. Also, their utterings were consistent with competencies illustrating positive youth development. The findings illustrated the importance and value of positive programmes among the youth.

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