Search

This commentary brings together thoughts on the papers in this special issue and integrates research on adolescent development, resilence, and positive youth experiences that promote character development. We apply the Protective and Compensatory Experieces (PACEs) framework to the papers in the special issue. We also discuss future directions for research and interventions promoting positive youth development and characters strengths. [ABSTRACT FROM AUTHOR]

We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents' English reading skills and engagement with their child's teacher after one year. Parents with low levels of English proficiency (57%) at program start reported more positive parenting skills and lower levels of psychological distress whereas parents with more advanced English proficiency (43%) reported more parenting stress and higher levels of psychological distress. We did not find main effects on children's language and cognitive skills. We conclude by discussing policy implications of a two-generation approach for immigrant families. [ABSTRACT FROM AUTHOR]