scholarly journals Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

2008 ◽  
Vol 3 (3) ◽  
pp. 49-64 ◽  
Author(s):  
Mat D. Duerden ◽  
Ann Gillard
Keyword(s):  
Best Practices ◽  
Youth Development ◽  
Positive Youth Development ◽  
Self Determination Theory ◽  
Youth Programs ◽  
Self Determination ◽  
Supportive Relationships ◽  
Adult Relationships ◽  
Program Administrators ◽  
Youth Program

Although research suggests that positive contact with non-parental adults is developmentally beneficial for youth; many adolescents do not have access to such relationships. It is important that adults structure existing relationships to optimize positive youth development. Relationships with adults, who support youth’s needs for autonomy, relatedness, and competence, provide youth with scaffolding as they navigate their way through adolescence. Self-Determination Theory offers a straight-forward approach to understanding the elements of contexts that best promote the development of supportive relationships. The purpose of this paper is to review the literature concerning youth-adult relationships, including their associated prevalence and developmental benefits across multiple contexts. These findings are then integrated into a framework of best practices for developing and supporting positive youth relationships with adults within youth program settings. Several theory-based recommendations are offered for youth program administrators and staff who wish to improve youth-adult relationships in their programs.

scholarly journals Self-Determination as a Psychological and Positive Youth Development Construct

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Eadaoin K. P. Hui ◽  
Sandra K. M. Tsang
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Parenting Style ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Context ◽  
Functional Theory ◽  
Educational Benefits ◽  
Research And Practice

This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed.

Youth Services

2013 ◽  
Author(s):  
Elizabeth T. Gershoff
Keyword(s):  
Best Practices ◽  
Youth Development ◽  
Positive Youth Development ◽  
Community Service ◽  
Youth Services ◽  
Supportive Relationships ◽  
Safe Environment ◽  
School Aged Children ◽  
Training Community ◽  
Skill Building

Youth services are programs, activities, and services aimed at providing a range of opportunities for school-aged children, including mentoring, recreation, education, training, community service, or supervision in a safe environment. The current thrust of youth services is an emphasis on positive youth development. Best practices in youth services include the provision of safety, appropriate supervision, supportive relationships, opportunities to belong, positive social norms, support for efficacy and skill building, and integration of community, school, and family efforts.

Youth–Adult Relationships and Positive Youth Development

2015 ◽  
pp. 97-120 ◽  
Author(s):  
Edmond P. Bowers ◽  
Sara K. Johnson ◽  
Daniel J. A. Warren ◽  
Jonathan M. Tirrell ◽  
Jacqueline V. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Adult Relationships

scholarly journals Intrinsic Motivation and Psychological Connectedness to Drug Abuse and Rehabilitation: The Perspective of Self-Determination

2019 ◽  
Vol 16 (11) ◽  
pp. 1934 ◽  
Author(s):  
Gloria H. Y. Chan ◽  
T. Wing Lo ◽  
Cherry H. L. Tam ◽  
Gabriel K. W. Lee
Keyword(s):  
Drug Users ◽  
Qualitative Methodology ◽  
Important Determinant ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Supportive Relationships ◽  
Psychological Need ◽  
Human Relatedness ◽  
Modeling Behavior

This study adopts the perspective of the Self-Determination Theory to look at the psychological experience of drug users and their decisions to take drugs or not, with particular emphasis on the concept of relatedness. To achieve this objective, a qualitative methodology was employed to explore the experiences of these drug users regarding how they take drugs and/or relapse. Theory-driven thematic analysis was employed to identify themes related to this topic. Results show that one’s psychological need for relatedness is an important determinant of whether one will take drugs or not, via the interaction mechanisms that exist in dimensions of affiliation and intimacy. While drug taking is a result of the modeling behavior existing in affiliated relationships, it is also a coping strategy for the ultimate satisfaction of psychological needs when human relatedness disappears. The implication is that significant others can develop unconditionally warm, caring, and empathetic supportive relationships with drug users, so as to enhance their fulfillment of psychological needs and reduce the risk of drug relapse.

scholarly journals Positive Youth Development: Processes, Programs, and Problematics

2011 ◽  
Vol 6 (3) ◽  
pp. 38-62 ◽  
Author(s):  
Richard M. Lerner ◽  
Jacqueline V. Lerner ◽  
Selva Lewin-Bizan ◽  
Edmond P. Bowers ◽  
Michelle J. Boyd ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Process ◽  
Theoretical Models ◽  
Youth Programs ◽  
Positive Development ◽  
Development Programs ◽  
Youth Development Programs ◽  
Development Processes ◽  
Diverse Youth

Using the tripartite conception of positive youth development (PYD) suggested by Hamilton (1999) – as a developmental process, 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 – we review different theoretical models of the developmental process involved in PYD. In addition, we review the ideas for and the features of youth development programs aimed at promoting PYD. We discuss the need for research interrelating different, theoretically-predicated measures of PYD and, as well, the importance of clear links between models of the PYD developmental process and of the youth development programs seeking to enhance PYD among diverse youth. We discuss several conceptual and practical problematics that must be addressed in order to integrate the three facets of PYD scholarship.

Community Police and Youth Programs as a Context for Positive Youth Development

2007 ◽  
Vol 10 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Stephen A. Anderson ◽  
Ronald M. Sabatelli ◽  
Jennifer Trachtenberg
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Programs ◽  
Community Police

scholarly journals On the Right Path: Youth Development Amidst Colombia’s Sociocultural Transition

2021 ◽  
Vol 16 (2-3) ◽  
pp. 310-328
Author(s):  
Holly E. Follmer-Reece ◽  
Paulina Velez-Gomez ◽  
Nadia Semenova Moratto-Vásquez ◽  
Sara L. Dodd
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Community Based Participatory Research ◽  
The United States ◽  
Youth Programs ◽  
Positive Development ◽  
Internal Armed Conflict ◽  
Group Interviews ◽  
The Right ◽  
Sociocultural Transition

Colombia is amidst a sociocultural transition due to recent political movements towards ending the long-standing internal armed conflict. Development and implementation of youth programs that are responsive to the current societal context can contribute to this transition by investing in younger generations. This study features findings from the exploration phase of a community-based participatory research study to adapt a youth program from the United States for implementation in Colombia. Through focus group interviews, participants representing 4 different microsystems surrounding youth shared perceptions of youth who will be successful in this transitional context. Perceptions coalesced to reveal a process of positive development for use as a framework for responsive and culturally sensitive program adaptations. The emergent process mirrors positive youth development principles and shares similarities with other positive youth development models. The discussion explores considerations for the sociocultural context when designing youth programs for use in Colombia.

scholarly journals Developing Youth Competencies: The Impact of Program Quality

2018 ◽  
Vol 13 (4) ◽  
pp. 29-48 ◽  
Author(s):  
Tegan M. Smischney ◽  
Matthew A. Roberts ◽  
Kate Gliske ◽  
Lynne M. Borden ◽  
Daniel F. Perkins
Keyword(s):  
At Risk ◽  
Youth Development ◽  
Positive Youth Development ◽  
Youth Programs ◽  
Program Quality ◽  
Relationship Building ◽  
At Risk Youth ◽  
University Of Minnesota ◽  
Quality Ratings ◽  
The Impact

As youth programs have continued to evolve over the last 100 years, the field of program evaluation has advanced significantly in an effort to differentiate which youth program components are necessary to promote positive youth development (e.g., Eccles & Gootman, 2002; Lerner et al., 2013). The Children, Youth, and Families at Risk (CYFAR) initiative funds a variety of sustainable community projects (SCPs) that aim to support at-risk youth and families and help them become healthy, positive, and contributing members of society (U.S. Department of Agriculture, n.d.). To ensure these programs are meeting CYFAR’s goals, a required collection of common measures began in 2011 (University of Minnesota, 2017b). This study used CYFAR evaluation data to explore how specific program quality components (e.g. physical and psychological safety and relationship building) influence change in youth competencies. It was hypothesized that higher program quality ratings would be significantly associated with higher pretest to posttest change in youth competencies. Results indicated differential associations between the qualities of youth programs, particularly positive social norms and skill building, and changes in youth competencies. Implications for positive youth development programs are discussed.

scholarly journals Applying the Framework:  Positive Youth Development and Restorative Practices

2008 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Nancy Riestenberg
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
School Discipline ◽  
School Connectedness ◽  
Youth Programs ◽  
Future Research ◽  
Maladaptive Behaviors ◽  
Restorative Practices ◽  
School Discipline Practices ◽  
Formal School

This article compares the framework of positive youth development and school connectedness with the practices of restorative measures applied to harm and rule violations in schools. Formal school discipline practices of in- and out-of-school suspension have the unintended outcomes of increases in maladaptive behaviors, with drawl or avoidance of school staff, stigma among peers and poor academic achievement, among others. Restorative practices provide accountability for harm, as well as the opportunity to guide youth in their development, regardless of their experience as an offender, victim or bystander. Stories illustrate the strengths of this approach. Recommendations for school and youth programs regarding restorative measures will include suggestions for future research and evaluation.

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