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Background: The COVID‐19 pandemic has had a negative impact on the mental health of people with intellectual and developmental disabilities. Numerous pandemic‐related stressors experienced by people with intellectual and developmental disabilities may have impacted their ability to thrive, which has been linked to mental health outcomes. The current study examined the associations among COVID‐19 stressors, thriving, and mental health problems among youth and adults with intellectual and developmental disabilities. Method: Caregivers of 159 people with intellectual and developmental disabilities between 12 and 35 years of age from Canada completed an online questionnaire. Results: A mediation analysis revealed that COVID‐19 stressors were positively associated with mental health problems, and that thriving partially mediated this association. Conclusion: Our findings suggest that experiences of thriving may be an important target for mental health support for people with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

The positive youth development (PYD) model is a strength-based conceptualization of the transition to adulthood, in which the relationships that individuals establish within this context are essential. These adaptive contextual–individual interactions allow youths to acquire better psychological adjustment and greater social participation. The PYD model differentiates five areas to be nurtured (the 5Cs) in young people: confidence, competence, connection, caring, and character. The present work aimed to examine differences in overall PYD and its respective 5Cs among Spanish university students based on their socio-demographic characteristics. A cross-sectional study with 1038 students between 18 and 28 years old from 11 Spanish universities was conducted. In order to assess the 5Cs, the Spanish adaptation of the 5Cs of the PYD Short Form was used. When analyzing the variability of the 5Cs according to socio-demographic variables, some relevant differences were found, though with small effect sizes. Students with better scores on the 5Cs included those who were living in the countryside or big cities, studied Social Sciences, were enrolled in small universities, had parents with a high education level, and those who reported high socio-economic status. Women presented higher scores in terms of connection, caring, and character, whereas men reported more perceived competence and confidence, which may be due to gender socialization during adolescence and youth. Families with parents with a higher level of education and of a higher socio-economic level may offer more resources and support greater positive youth development. These social inequalities in PYD may suggest the need for the promotion of equal opportunities in education, health promotion, and social participation, which may allow young people from all backgrounds to develop their individual potential. [ABSTRACT FROM AUTHOR]

A premise of positive youth development is that social competencies can develop in adversity and co-exist with problem behaviors. This research tested whether African American youth ages 9–17 who had experienced significant family stressors would form groups that displayed combinations of adversity, problem behavior, and strengths. Parents of a nationally representative sample of African Americans children were interviewed on child difficulties and strengths as part of the CDC's 2019 National Health Interview Survey. About 15% of the national sample of African American youth had experienced violence or parental incarceration, depression, or drug abuse. Latent class analysis (LCA) using indicators of adversity and strengths identified four distinct classes. Class 1 included youth who experienced multiple adversities, exhibited few strengths, and were high in behavior problems. Members of both classes 2 and 3 were more likely to experience parental incarceration but exhibited altruism. Class 3 also experienced parental mental health problems. Members of class 4 had the highest exposure to violence but were comparatively high in altruism and affability. Regression analysis revealed that the groups differed from one another on emotional health but not on physical health controlling for age and gender. These findings support a focus by mental health prevention programs on building on the strengths of children growing up in adversity. [ABSTRACT FROM AUTHOR]

Albeit the social disapproval and stigmatization, romance is an incontrovertible feature of youth culture in Pakistan. This study generates a multifaceted understanding about the intimate relationship development and dissolution, in particular the pre-dissolution conditions and post-dissolution adjustment among unmarried, non-cohabiting emerging adults. Qualitative methods were applied, comprising 129 in-depth interviews and three focus group discussions among undergraduate students at XYZ university located in Lahore city, Pakistan. Despite the public disapproval of intimacy out of wedlock and expression of love in public, the young adults reported finding ways to dealt with this situation and make intimate relationships. The nature of romantic affiliation is thereby diverging from that of the earlier generation. The attachment level to partner was primarily emotional and spiritual in the past, while it is physical and sexual for the new generation. Based on these findings, it is anticipated that the nature of intimate relationships might induce change in marriage and family system in broader society. [ABSTRACT FROM AUTHOR]

This study was to examine the prospective associations between coach-athlete relationship (CAR) and life skills development in youth handball players. This study employed a longitudinal research design. A total of 78 male handball players completed the Life Skills Scale for Sport and the Coach-Athlete Relationship Questionnaire over three waves of data collection: start of the season; midseason and end of the season. Data were analyzed using multivariate analysis of variance Pearson's Correlation and Linear Multiple Regression (p<.05). The findings indicated the three dimensions of CAR seem to have higher effect on life skills subscales as the season progressed (i.e., higher effect on life skills at T3 compared to T2 and T1). Commitment and Complementarity were positively associated with several life skills subscales at all three timepoints. Results suggest that the quality of the CAR is an important determinant for the development of life skills in youth handball players across the sports season. [ABSTRACT FROM AUTHOR]

Youths' development can be positively or negatively impacted by various factors in their internal and external environment. This study investigated the interactive effects of self-regulation and internalizing and externalizing problems on academic achievement (reading and maths) and positive youth development (PYD) across one year. Data were obtained from 390 Icelandic youths (44.75% male) at two time points, in grades 6 (Mage = 11.71) and 7 (Mage = 12.70). Structural equation modelling indicated that self-regulation positively predicted all outcome measures one year later, whereas internalizing and externalizing symptoms negatively predicted PYD and maths. The findings further revealed that internalizing symptoms mediated the effects of self-regulation on maths performance, while externalizing symptoms mediated the effects of self-regulation on PYD. These results suggest that self-regulation not only predicts academic achievement and PYD directly, but may also influence these outcomes indirectly by decreasing internalizing and externalizing symptoms. [ABSTRACT FROM AUTHOR]

The present study used subjective outcome assessment as an evaluation strategy to investigate participants' perspectives on a training program of a positive youth development program entitled "Tin Ka Ping P.A.T.H.S. Project." A sample of 150 respondents from secondary schools throughout mainland China were asked about their perceptions of training content, trainer performance, their own performance, and supportive services by filling in an evaluation questionnaire. Results showed that the participants overwhelmingly viewed the training program and trainers to be very positive, and they also perceived the program to have positive impact on their teaching. Besides, there were no significant differences in the evaluation between instructors in junior secondary schools and those in senior secondary schools. Consistent with previous findings, there were positive correlations amongst the different dimensions of subjective outcomes. Additionally, our findings indicated that the quality of the program emerged as a strong predictor for both training benefits and participants' overall satisfaction. Together with prior evaluation findings on training, the present results suggest that training workshops in mainland China were well received by potential program implementers who perceived they acquired useful knowledge, attitude and behavior through training and the training program empowered them and promoted the teacher quality of life. [ABSTRACT FROM AUTHOR]

Relative age effects (RAEs) are commonly associated with advantages for older athletes. However, a variety of benefits attributed to 'advantage reversals' have been observed among relatively younger professional athletes. Considering psychosocial development as a proposed mechanism, the purpose of this study was twofold: (1) To explore an association between developmental assets (i.e., facilitators of positive youth development [PYD]) and RAEs; (2) To assess whether overall developmental asset levels are protective against sport dropout. The Developmental Assets Profile© was distributed to members of a one-year cohort of post-adolescent, female soccer players from Ontario, Canada. The presence of differences between groups of relatively older (H1; n = 64) and younger (H2; n = 57) participants and developmental asset scales were assessed using discriminant analysis. A binary logistic regression was conducted to assess whether overall developmental asset levels are protective against sport dropout, with consideration of relevant factors. Findings suggest that relatively younger, female players score higher in two internal categories: commitment to learning and positive values. The overall developmental asset scores were not found to be protective against dropout. This study provides preliminary, albeit cautious, support that 'advantage reversals' may be in part associated with enhanced PYD resulting from developmental sport experiences. [ABSTRACT FROM AUTHOR]

This case study on the Children, Youth, and Families At-Risk (CYFAR) Professional Development and Technical Assistance (PDTA) Center highlights a government-funded entity’s efforts to provide technical assistance to federal grantees of the CYFAR Sustainable Community Projects (SCP) grant program. The PDTA Center aligns with and supports components of an evidence-based system for innovation support. Through these components, the system provides targeted tools, training for CYFAR SCP grantees, dedicated technical assistance in the form of coaching, and quality improvement support through the evaluation of available program data.

This study was to examine the prospective associations between coach-athlete relationship (CAR) and life skills development in youth handball players. This study employed a longitudinal research design. A total of 78 male handball players completed the Life Skills Scale for Sport and the Coach-Athlete Relationship Questionnaire over three waves of data collection: start of the season; midseason and end of the season. Data were analyzed using multivariate analysis of variance Pearson’s Correlation and Linear Multiple Regression (p

The holistic approach to developing volleyball skills that incorporates social skills is essential in shaping the character and life skills of young athletes. Social skills such as cooperation, communication, and trust not only impact performance on the field but also shape the morals and values of participants beyond sports. The roles of coaches, teachers, and educators are crucial in guiding students in the world of sports. This study utilized the Quasi Experimental Design "The Matching Only Pretest Posttest Control Group," comparing the treatment group receiving volleyball training integrated with social skills against the control group receiving conventional training. The research aimed to evaluate the impact of integrating sports values on participants' understanding of these values in the context of sports. The research findings indicate that volleyball training integrated with social skills significantly positively impacted the participants' social skill development. Practical recommendations include strengthening cooperation through regular exercises and evaluations, enhancing verbal and nonverbal communication skills, promoting empathy and appreciation for differences, focusing on collaboration within the team, and providing specific training to build trust among team members. Integrating these aspects into sports training programs not only enhances athletes' performance but also equips them with profound social skills. Coaches must take a proactive role as role models, creating youths who are not only skilled in sports but also possess strong social skills. This approach provides a solid foundation for the development of successful athletes and valuable individuals in society.

High-adventure programs typically take place outdoors in remote locations and include several days of challenging activities. Research on high-adventure programs consistently finds positive outcomes for youths. Most high-adventure programs feature 10 key principles that are closely aligned and sometimes overlap with the three defining features of positive youth development (PYD) programs: adult–youth connection, allowing youths to lead, and youths learning new skills. The present study uses data from a large national-scale study of youth and adult leaders in Scouts BSA to assess the connection between participation in high-adventure programs and PYD outcomes. Using a concurrent embedded mixed-methods design, we found that participation in high-adventure activities was associated with higher mean levels of youth communication, citizenship, sense of purpose, and leadership when compared with youths who only participated in summer camp programs or those who did neither high-adventure nor camp programs. No differences between activity groups were found for the ability to make ethical/moral decisions, connection, joy/fun, or perceived cultural humility. Both significant and null findings are discussed in light of PYD literature.

Masalah: Partisipasi pemuda dalam berolahraga memiliki potensi yang sangat besar dalam perkembangan usianya. Secara umum diyakini bahwa melalui olahraga, anak-anak dan remaja belajar nilai dan keterampilan itu akan melayani mereka dengan baik ketika mereka mempersiapkan diri untuk sisa hidup mereka. Sayangnya, banyak program tidak terstruktur dengan baik atau diimplementasikan sedemikian rupa, sehingga kecakapan hidup yang bisa dipelajari dalam olahraga dipindahkan ke domain kecakapan lainnya. Tujuan: Tujuan dari penelitian ini adalah untuk mengetahui hubungan dari teamwork, social skills, goal setting, leadership, problem solving and decision making, interpersonal communication, emotional skills, dan time management dengan kecakapan hidup atlet softball. Metode: Responden terdiri dari 174 orang atlet remaja putra dan putri berusia dibawah 21 tahun di Indonesia yang aktif berlatih dan bertanding. Ini merupakan penelitian deskriftif dengan survey analisis, Instrumen yang digunakan yaitu Instrument yang digunakan untuk mengevaluasi kecakapan hidup dalam bidang olahraga ini yaitu menggunakan Life Skills Scale for Sport (LSSS) yang dikembangkan untuk menilai delapan variabel di atas. Hasil: Analisis korelasi kecakapan hidup, dalam cabang olahraga softball menunjukan terdapat dua variabel yang memiliki hubungan yang sangat kuat dengan kecakapan hidup yaitu variabel kepemimpinan dan komunikasi interpersonal, lima variabel memiliki hubungan yang kuat dengan kecakapan hidup yaitu variabel kerjasama tim, goal setting, manajemen waktu, kecerdasan emosional, dan kecakapan sosial, serta varibel dengan hubungan yang cukup kuat yaitu pengambilan keputusan. Kesimpulan: Teamwork, social skills, goal setting, leadership, problem solving and decision making, interpersonal communication, emotional skills, dan time management memiliki hubungan positif dengan kecakapan hidup atlet softball.

Background: Alcohol consumption among young people is a significant public health concern. Previous studies have indicated that participation in sports, through the positive experiences it offers, may function as a protective factor against alcohol intake. This study aimed to examine the influence of enjoyment and personal fulfillment on adolescent alcohol use, exploring the role of engagement with sports as a mediating variable. Methods: A total of 370 adolescents (mean age = 15.08; SD = 1.48) participated in the study and completed the Alcohol Use Disorder Identification Test, the Enjoyment in Sports Scale, and the Athlete Engagement Questionnaire. Results: The results demonstrated that enjoyment is related to lower alcohol consumption through personal fulfillment and engagement in sporting activity. Conclusions: It is crucial to facilitate positive experiences in sport that promote engagement and generate a sense of personal fulfillment, as these factors may reduce the likelihood of risky alcohol consumption.

This study aims to examine whether the integration of the concept of "living respect" in a pencak silat training program can enhance the development and understanding of living respect values within the framework of positive youth development. This study employs a group-based experimental design that includes 60 participants in a training program, with the participants being divided into two groups: a control group and an experimental group. The control group receives regular pencak silat training, while the experimental group undergoes pencak silat training that incorporates sub-dimensions of living respect, such as attitudes of tolerance, embracing differences, promoting equality, and opposing discrimination. The research results indicate that the experimental group experiences a significant improvement in the development of living respect skills compared to the control group. The integration of living respect values into the pencak silat training appears to offer effective benefits to the participants, particularly in terms of enhancing social and emotional skills that are vital in daily life. Therefore, the integration of living respect within sports and educational training can serve as an effective alternative for enhancing holistic living respect values.

The value given to sports to be taken and applied, especially in the physical education process, to support the development of students' adolescent character, this study aims to integrate the universal values of sports into the seven spheres of physical education learning materials to encourage positive adolescent development. The research method used is quantitative, with a quasi-experimental design. The sampling technique uses purposive sampling techniques, with certain considerations from researchers, including students who do not participate in extracurricular sports, with 60 students. The instrument used was a questionnaire of 73 items designed to measure a universal scale of sports scores with validity tests obtained less stable scores = 0.254. Data analysis techniques describe statistical data, normality tests using Shapiro Wilk, homogeneity tests using Leene tests, and hypothesis testing using paired sample t-tests. The result of this study is that the universal values of sport can be well integrated into every physical education lesson in schools. Students can develop social and emotional skills fundamental to success by utilizing these principles in life inside and outside school. Incorporating these values can also help young people cope with the demands of competitiveness and focus on personal growth, not just winning or losing.

Positive identity is essential to adolescents’ well-being and a successful transition to adulthood. Understanding factors that contribute to identity formation is important to promote healthy development. The present study applies the Positive Youth Development (PYD) framework to explore associations between adult social support and positive identity among Norwegian high school students (N = 220, Mage = 17.30, SD = 1.12). Reflecting on the ecology of adolescence, the study examined the extent to which family, other significant adults, and school support relate to different dimensions of positive identity (personal power, self-esteem, sense of purpose, and positive view of future). Further, the hierarchy of importance among the support variables was investigated. Cross-sectional data on items measuring the different dimensions of social support and positive identity were analyzed. Findings from regression analyses indicated that adult support in all three ecological contexts (family, neighborhood, and school) was significantly and positively related to positive identity and at least one of its four dimensions (β = 0.15–0.27, p < 0.05). Support from other significant adults emerged as the most important predictor, followed by family and then school support. While future research should also consider support accessed through social media, our findings extend PYD scholarship in the Norwegian context by highlighting the importance of key youth ecological contexts when fostering positive youth identity.

Abstract Introduction Adolescents who drop out of sport often report that it had become less ‘fun’ and ‘enjoyable’ over time. Although preadolescent sport typically emphasizes experiences of fun, emphases on competition and elite performance often dominate during adolescence. We theorized that adherence to adolescent sport might be improved if the overarching goal were to maximize repeated experiences of fun during sport and, subsequently, increase reflective evaluations of sport enjoyment. To that end, this manuscript reports on the rationale and design of the PlayFit Youth Sport Program (PYSP), as well as its preliminary feasibility and acceptability. The main objectives were to evaluate the feasibility of recruitment strategies and data collection procedures and the acceptability of the intervention. Setting An outdoor, multipurpose grass field at a south-central Pennsylvania middle school. Methods A mixed-methods, single-arm feasibility trial lasting for 8 weeks (August–October 2021) offered 3-times per week for 1-h per session. The equipment, ruleset, and psychosocial environment of the PYSP sport games were modified to reduce several of the constraints theorized to impair experiences of fun during sport and hamper reflective evaluations of enjoyment afterward. Results Eleven healthy, but sedentary adolescents in grades 5–7 completed the program. The median number of sessions attended (of 16 possible) was 12 (range = 6–13). Post-intervention, 9/10 respondents indicated that they ‘looked forward’ to the PYSP, 8/10 would recommend it to a friend, and 8/10 were interested in continuing the program. Ten of 11 participant guardians expressed interest in reenrolling their children if the PYSP were offered again. Some changes recommended were to improve recruitment via advertising the positive aspects of the program and “word of mouth” techniques, offering the program immediately following the school day, having contingencies for inclement weather, and minor changes to the sport equipment to improve the experience among the population the PYSP intends to attract. Conclusions The adjustments recommended in this preliminary work could be used to further refine the PYSP. A future efficacy trial could explore whether the PYSP may reduce attrition for adolescents who experience existing sport programs negatively by offering an alternative that better matches their unique needs and preferences.

IntroductionPersonal resources and resources of the sociocultural environment help children and adolescents to successfully cope with challenges in everyday life, which is associated with better individual well-being. SCOUT, the ‘Study on Competence development in OUT-of-school settings’, investigated whether participation in a summer camp enhanced adolescents’ personal resources, well-being, and readiness to contribute to the community.MethodsThe research took place during the Swiss National Jamboree of the Swiss Guide and Scout Movement, a two-week event in the summer of 2022, with a paper-pencil pretest (beginning of the camp – T1) and posttest (end of the camp – T2) survey (N = 607, aged 14–17). Confirmatory factor analyses were used to examine whether personal resources, well-being, and readiness to contribute to the community changed over time, and structural equation models were applied to test the direct and indirect effects of caring support from group leaders on the development of these variables.ResultsIn less than two weeks, camp participants demonstrated increased empathy, emotional self-control, optimism, and assertiveness. Furthermore, the adolescents reported more positive emotions, higher self-esteem, and stronger readiness to contribute to the community. Group leaders played a crucial role by influencing the positive development of well-being and readiness to contribute to the community both directly and indirectly through the promotion of personal resources.DiscussionThe findings indicate that young people benefit not only from participating in collaborative activities in a stimulating environment, but also from caring support provided by their group leaders.

Background Problems: Recognising the pivotal role of holistic development and positive youth development in empowering young individuals, physical education emerges as a crucial component for fostering comprehensive growth in children. Research Objectives: This study seeks to provide valuable insights to enhance the implementation of physical education programmes in schools, aiming to facilitate positive growth among teenagers in both physical and psychosocial dimensions. Methods: Employing a play-teach-play (PTP) treatment, this research engaged students from Public Junior High School in Sidamulih. The study population comprised four classes of class VIII students, totaling 94 participants. The students were divided into two groups: Class VIII B (experimental group, n = 23) and Class VIII D (control group, n = 23). These groups were given the PTP treatment, and the independent sample t-test was used to compare changes in Positive Youth Development (PYD) between the two groups at the statistical level. Findings/Results: The study revealed a significant difference in PYD growth between teenagers participating in the play-teach-play programme and the control group. These results underscored the efficacy of the PTP strategy in promoting healthy teenage development within the realm of physical education. Conclusion: This research provides compelling evidence supporting the effectiveness of the play-teach-play (PTP) approach in fostering positive youth development (PYD) during adolescence. The data emphasises the impactful role of student-centred learning methods in adolescent development. The study's findings underscore the importance of incorporating such approaches into instructional strategies to empower students to achieve their academic potential fully. This contributes significantly to the evolving body of knowledge and practices in the field of education.

This article discusses the alignment of framework analysis with a critical realist philosophy in qualitative analysis. Whilst both are used in social sciences and prioritise meaning making of complex phenomena, the two approaches have not been combined prior to the study outlined in this article. The article describes critical realist ontology and epistemology, the implications of this philosophy for data analysis and the structured processes of framework analysis. Using an example from a study of youth programmes in Aotearoa/New Zealand, the article demonstrates the value of framework analysis for critical realist studies. Emphasis is placed on the capacity of framework analysis to support varied foci on data, theory, and different modes of inferencing which are used in critical realist studies to provide an explanatory account of data. [ABSTRACT FROM AUTHOR]

The 5C model of Positive Youth Development has widely been researched in the last decade yielding inconsistent structural solutions in different cultural settings. This paper seeks to examine the structure of the 5C model in the Croatian context. The internal structure and criterion validity of the model were examined on a sample of 3559 1st grade high school students (M = 15.12 years; 53.5% female). The item-based structural equation analyses showed that the ESEM model provides a better fit to the five-factor structure than the CFA and bifactor models. Facet-based bifactor and bifactor (S·I-1) analyses confirmed general construct, positive youth development. Higher competence, confidence, and connection predicted less while higher character and caring predicted more mental distress in youth. Full SEM model showed that competence, character, confidence, and connection, four of the 5Cs, were associated with positive mental health. The results support the 5C model and suggest specifics of the local context. [ABSTRACT FROM AUTHOR]

Although prior research shows that either religiosity or spirituality facilitates well‐being, the interaction of both constructs in predicting positive youth development (PYD) in collectivistic contexts remains unknown. This study examined the moderating role of spirituality on the link between religiosity and PYD, including each of its Cs (i.e., competence, confidence, connection, character, and caring) among 1116 Filipino adolescents. Results demonstrate that both religiosity and spirituality are positively correlated with PYD and its dimensions. Furthermore, there is a significant interaction between religiosity and spirituality for the overall PYD construct and the socio‐emotional Cs (i.e., connection, character, and caring). This study highlights the importance of young people's sense of connection with something beyond than themselves (i.e., spirituality) in promoting adolescent thriving. [ABSTRACT FROM AUTHOR]

Drawing upon terror management theory, the present study aimed to examine how mortality salience influences youth materialism as well as to explore the mediating role of future orientation and the moderating role of awe in the focal relationship. Three sub-studies (N = 2568) were conducted to test our theoretically driven hypotheses. In a large representative Chinese sample (Study 1), a set of questionnaires were used to provide preliminary evidence for our moderated mediation model. A positive association was found between mortality salience and youth materialism via future orientation; this association was much weaker for youths higher in trait awe. In follow-up studies, two priming experiments were performed to further improve the robustness of our hypothesized model. Youths in the mortality salience condition reported lower future orientation and higher materialism than those in the control condition. Inductions of mortality salience increased materialism by decreasing future orientation and that this mediation was conditioned on the level of trait awe (Study 2) and priming awe (Study 3). The findings not only illuminate the role of future orientation in explaining why mortality salience makes youths more materialistic but also highlight the role of awe in buffering the link between mortality salience and youth materialism. Thus, this work offers a significant contribution to prevention and intervention programs that aim to protect youths from the negative impact of death-related information and to promote their positive development. [ABSTRACT FROM AUTHOR]

Engagement in youth programs is a potential means to promote health and well-being across populations of young people. Safer spaces in these youth programs are likely critical in fostering positive health outcomes, but current research on the links between safer spaces and health is limited. In this exploratory study, we examined links between program safety in youth development programs and minoritized status, and health-related quality of life (HRQoL) and psychosomatic health complaints. Participants (N  = 282; Mean age = 16.97 years; SD = 2.97) self-identified across various minority status groups, including LGBTQ (30%) and a range of perceived income levels. We tested a statistical model in which safer spaces, LGBTQ status and perceived income predicted HRQoL and health complaints in youth development program participants. LGBTQ status and lower perceived income were related to lower HRQoL and more health complaints, and safer space in youth development programs was related to better HRQoL. We also found an interaction effect, such that safer spaces in youth programs appeared to be especially beneficial for HRQoL for youth with higher incomes. Findings reinforce past research on LGBTQ status and income as factors for youth wellness and mental health. Findings also suggest that perceived safer spaces in youth development programs support better HRQoL and lower health complaints, across populations of participating youth. [ABSTRACT FROM AUTHOR]

The development of life skills through sport has become an interesting issue in research studies over the last few decades. Life skills are one of the variables that are the focus of the Positive Youth Development (PYD) program through sports activities, with the hope that youth sports involvement can lead to results that are classified into 3Ps: performance, participation, and personal development. This research aims to examine coaches' perceptions of developing life skills in coaching badminton. A total of 47 coaches consisting of 10 badminton clubs in the West Java region were used as participants in this research, consisting of 30 male coaches and 17 female coaches with an average length of training (M=5.7 years; SD=3.3), and average age. (M=25.4 years; SD=6.2). The data were obtained through a survey related to the cognitive level of the low-level thinking skills (LOTS) category, namely knowledge, understanding and application of basic life skills concepts, as well as perceptions regarding the need for life skill components in badminton regarding the eight dimensions developed by Cronin & Allen (2017) consisting of 1) timework, 2) goal setting, 3) social skills, 4) problem-solving, 5) emotional skills, 6) leadership, 7) time management, 8) interpersonal communication. The data measurement results were analyzed using percentage analysis and multiple regression to see the contribution of the life skill dimensions in badminton. The results of the analysis proved that the coaches' perceptions of developing life skills in badminton were still not comprehensive. There were still coaches who did not know, understand, and integrate life skills in coaching badminton. In addition, the results of the regression model analysis showed that all the dimensional constructs assessed had different contributions. However, the eight dimensions referred to were considered dimensions needed in coaching badminton. Thus, it can be concluded that life skills are perceived as important by coaches to be integrated with badminton sports development. Therefore, the results of this preliminary study provide a very important picture regarding the need to develop a badminton sports development program by integrating life skills in the training process, with the hope of having a positive impact on youth development, especially through badminton sports development. [ABSTRACT FROM AUTHOR]

High-adventure programs typically take place outdoors in remote locations and include several days of challenging activities. Research on high-adventure programs consistently finds positive outcomes for youths. Most high-adventure programs feature 10 key principles that are closely aligned and sometimes overlap with the three defining features of positive youth development (PYD) programs: adult–youth connection, allowing youths to lead, and youths learning new skills. The present study uses data from a large national-scale study of youth and adult leaders in Scouts BSA to assess the connection between participation in high-adventure programs and PYD outcomes. Using a concurrent embedded mixed-methods design, we found that participation in high-adventure activities was associated with higher mean levels of youth communication, citizenship, sense of purpose, and leadership when compared with youths who only participated in summer camp programs or those who did neither high-adventure nor camp programs. No differences between activity groups were found for the ability to make ethical/moral decisions, connection, joy/fun, or perceived cultural humility. Both significant and null findings are discussed in light of PYD literature. [ABSTRACT FROM AUTHOR]

Objective: In this research, we investigate the effects of parent‐youth developmental relationships on 15 psychological and social‐emotional outcomes for 633 matched pairs of adolescents and parents (50% low‐income), including 176 who met the criteria for being high‐stress families. Background: Family stress and childhood adversity have a significant negative impact on youth development, but positive family relationships can ameliorate those effects. Previous research has primarily focused on the affective and discipline domains, with a reliance on retrospective recall of childhood adversity and family stress. Method: This paper engaged adolescents and parents in paper‐and‐pen and online surveys. Analyses are completed using logistic regression. Results: Youth from high‐stress families who had strong developmental relationships with parents were 7 to 33 times more likely to report positive developmental outcomes in comparison to youth from high‐stress families with weaker developmental relationships with parents. By including a wide range of 15 psychological and social–emotional positive youth development outcomes, our current study illuminates a breadth of positive development that is promoted when families are able to construct strong developmental relationships, despite experiencing significant life stresses. Conclusion: Parent–child developmental relationships can ameliorate potential negative effects of childhood adversity and family stress on positive youth development. Implications: Program and resource supports for strengthening parent–child developmental relationships are a necessary and critical part of the needed comprehensive response to adverse childhood experiences and family stress. [ABSTRACT FROM AUTHOR]

While findings have documented the association between adolescent depression and self-injury, few studies have investigated the moderating effect of positive youth development (PYD) qualities on the association. This study examined concurrent and longitudinal predictive effects of depression and PYD qualities on nonsuicidal self-injury (NSSI) and suicidal self-injury (SSI) among Chinese adolescents. The moderating effects of PYD qualities were also studied. Two waves of data with an approximate 6-month interval were collected from five primary and secondary schools in Chengdu, China. A total of 6,948 adolescents aged 10 to 16 (Mage = 12.91, SD = 1.69 at the first wave, 51.17% boys) formed the working sample. Latent moderated structural equation modeling revealed that depression was a positive concurrent and longitudinal predictor of both NSSI and SSI whereas PYD qualities showed adverse concurrent and longitudinal predictive effects. The latent interaction effects were also significant in both cross-sectional and longitudinal models, with PYD qualities mitigating the positive effects of depression on NSSI and SSI. The results suggest that PYD qualities did not only directly reduce the risk of NSSI and SSI among adolescents but also attenuated the influence of depression on self-injury. These findings provide additional evidence for the protective role of PYD qualities in adolescent development and imply that improving PYD qualities may be a promising way to prevent and treat adolescent self-injury. [ABSTRACT FROM AUTHOR]

Internet gaming disorder (IGD) and depression are two common developmental problems among young generations worldwide. Previous studies have revealed the numerous antecedents and consequences of IGD and depression. Little research has considered these issues from the emerging perspective of positive youth development (PYD). PYD emphasizes the importance of all youth in their own positive development and growth. Based on this framework, this study aims to investigate the association between PYD attributes, depression, and IGD among Chinese adolescents. A two-wave longitudinal design was adopted. Data were collected by self-reported questionnaires. Using convenience sampling method, a total of 995 students (final sample: N = 956, Mage = 16.03 years, SD = 0.75, 45.71% boys) were recruited from a senior high school in Hubei province, Central China to participate in the data collections in November, 2020 (Wave 1) and May, 2021 (Wave 2). After controlling for sex and grade, hierarchical regression analyses indicated that PYD attributes negatively predicted IGD and depression concurrently and longitudinally. Adolescents who developed more PYD attributes were less likely to suffer from depression and IGD. However, depression could only positively predict IGD concurrently and vice versa. Overall, positive attributes play a significant role in the process of individual growth. To promote the healthy growth of future generations, families, schools, communities, and the whole society are encouraged to take comprehensive measures to assist adolescents in developing positive attributes intentionally. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has accelerated anxiety and triggered a new and specific COVID-19 anxiety in all age groups, especially in adolescence. The aim of the present study was to identify differences between anxiety and COVID-19 anxiety in profiles of positive outcomes by using the Positive Youth Development (PYD) framework (i.e., the Five Cs of competence, confidence, character, caring, and connection) on a sample of 1,977 adolescents from Slovenia (57.4% females; Mage = 15.34 years) from lower- and upper-secondary schools. Latent profile analysis revealed four distinctive profiles: High PYD, Self-efficacious, Socio-emotional, and Low PYD. The High PYD profile reported lower anxiety and moderate COVID-19 anxiety; the Self-efficacious profile reported lower anxiety and the lowest COVID-19 anxiety; the Socio-emotional profile reported moderate anxiety and the highest COVID-19 anxiety; and the Low PYD profile reported higher anxiety and moderate COVID-19 anxiety. The study findings suggest that higher levels of competence, confidence, and connection can mitigate anxiety, while higher levels of caring are associated with COVID-19 anxiety. Nonetheless, the study supports the promotion of all Five Cs of the PYD framework to prevent anxiety, COVID-19 anxiety, and maladaptive developmental outcomes. The study provides important insights into profiling responses to extreme situations, such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Parental incarceration is an adverse childhood experience that is associated with heightened risk for negative outcomes in youth. Mentoring programs seek to mitigate this risk by providing children of incarcerated parents (COIP) with a supportive relationship that fosters positive outcomes. The current study presents findings from a longitudinal evaluation of enhanced mentoring program practices designed for supporting COIP. One thousand three hundred and thirty‐four COIP mentees, their parents or guardians, and their mentors were randomly assigned to receive either enhanced or business as usual (BAU) mentoring. Mentees who received enhanced mentoring demonstrated improved positive self‐cognitions, and reduced internalizing behavior problems, intentions to use substances, and substance use, compared with youth who received BAU mentoring. The enhancements had no impact on the quality of mentoring relationships and the enhanced matches had shorter mentoring relationships compared with BAU matches. This evaluation demonstrates that the enhanced mentoring program practices for COIP had significant, positive impacts on outcomes for this special population of youth and suggests that enhanced practices tailored to COIP should be implemented throughout the duration of the mentoring relationship to be most effective. [ABSTRACT FROM AUTHOR]

Burgeoning research has documented COVID–19's detrimental impacts globally, especially on the lives of adolescents. The present study examined the positive influences of a virtual, cross‐age peer mentoring program on the development of adolescent participants in the face of the hardships created by the pandemic. In particular, this study focuses on the experiences of high school participants who served as both mentors and mentees in the program. Semi‐structured interviews with participating high schoolers (n = 13) were coded and analyzed using the thematic analysis process. The interview data indicated that increased social support, the agency in prosocial pursuits, and greater purpose engagement resulted from their participation in the program. Results are discussed in the context of self‐determination theory: youths' needs for relatedness, competence, and autonomy. The program met these basic needs among participants which in turn supported purpose exploration during the pandemic. [ABSTRACT FROM AUTHOR]

Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in‐depth interviews with 40 adolescents participating in a study of youth–adult relationships and natural mentoring processes, we found that (1) different types of adults had the capacity to provide different types of support and were likely to provide overlapping supports; (2) emotional, informational, and instrumental support qualitatively differed depending on the adult's role (e.g., teacher), while companionship and validation were consistent across adults; and (3) youth were able to identify benefits attached to the social support received from adults. Our findings contribute to a more nuanced understanding of aspects and characteristics of effective youth–adult mentoring processes and call for fuller assessments of social support in youths' lives so we may better meet their developmental needs. [ABSTRACT FROM AUTHOR]

Adolescence is a time of rapid growth and development and may be accompanied by increased risk-taking behaviors and independence. Youth are particularly at risk for high levels of stress, decreased physical activity, unsafe sexual activity, abuse, depression, and suicide. Considering the unique health risks adolescents face, healthcare service access and utilization can play a pivotal role in promoting positive long term health outcomes throughout adulthood. At the same time, adolescents must often rely on parents/caregivers to mediate their healthcare access. Understanding how adolescents perceive adult interactions within healthcare is important for developing interventions that increase youth access to healthcare. We found that adolescents perceived adult-mediated healthcare experiences as either supportive (Subthemes: Recognition Builds Trust and Validation) or unsupportive (Subthemes: Adult-Focused Communication and Lack of Privacy). Based on our findings, we argue that prevention-focused interventions should include communication-based strategies. We discuss social work and healthcare practice and policy implications of these findings. [ABSTRACT FROM AUTHOR]

After-school programs can provide important contexts for youths' development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths' motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population. [ABSTRACT FROM AUTHOR]

Research suggests a sense of purpose begins developing in earnest during adolescence, which may shape youth's interests and resilience. Here, we explored the types of purpose orientations reflected in youth's applications to a self-driven learning program, and how distinct pathways by which youth pursued these purposes moderated their resilience throughout the program. A content analysis of 356 youth's (Mage = 16.53, 57.02% female) descriptions of and rationales for choosing their learning topics found that career, creative, and prosocial purposes were the most prevalent; and about 70% of participants indicated following proactive pathways toward purposes. Moreover, youth's resilience significantly increased throughout the program, a pattern amplified among youth whose applications revealed a proactive purpose pathway (gradually developing and pursuing an interest) relative to reactive or social-learning pathways. Findings underscore important links between purpose pathways and resilience and have implications for designing learning opportunities that facilitate positive youth development. [ABSTRACT FROM AUTHOR]

Climate change is an existential threat facing humanity on a global scale. To handle this problem, all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of this article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental wellbeing, (b) coping with climate change, (c) private-sphere pro-environmental behaviour as a form of pro-social development, and d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need for more longitudinal and intervention studies. [ABSTRACT FROM AUTHOR]

Adventure therapy programs can promote beneficial experiences and attributes that cultivate positive youth development (PYD). This study explores the impact of an urban, outdoor adventure therapy program for underserved youth. Multiple versions of the Positive Youth Development Inventory were given to participants and a comparison group (N = 161) across three school years (pre-pandemic). In addition, qualitative data were collected via surveys and interviews completed by participants, parents, and chaperones, which were analyzed in tandem to provide program feedback. School data such as grades, attendance, and disciplinary referrals was also analyzed to triangulate self-report data. Findings indicated that CV programming increased PYD in the areas of competence, character, and confidence. This supports the use of adventure therapy for promoting protective factors with underserved youth who face adversity. This adjunctive program can be considered as a way to foster PYD among underserved youth who have experienced chronic exposure to trauma. [ABSTRACT FROM AUTHOR]

The current study examined the associations between narrative coherence, the 5Cs of positive youth development, and cultural self-construals among 91 Turkish emerging adults (48 females, 42 males, and 1 other) aged between 18 and 29 (M age = 23.01, SD =.52). Emerging adults partook in a life story interview to share three important narratives involving parental interactions that were assessed for causal and thematic coherence. Participants also self-reported on their positive development (competence, confidence, character, caring, and connection) and cultural self-construals (autonomy, relatedness, and autonomy relatedness). Results of path analysis revealed that high causal coherence in narratives was associated with lower levels of competence, confidence, and connection, whereas high thematic coherence was linked to higher levels of competence, confidence, and connection. Further, we examined the role of cultural self-construals in moderating the link between narrative coherence and the 5Cs. Thematic coherence was related to decreased caring when autonomy was high and relatedness was low. Thematic coherence was also related to increased connection only when autonomy was low and relatedness was high. Moreover, causal coherence was related to decreased caring and connection for emerging adults with highly autonomous self-construals. Similarly, causal coherence was associated with lower levels of confidence for emerging adults with high autonomous-related self-construals. Implications for research with Turkish emerging adults are discussed. [ABSTRACT FROM AUTHOR]

The prevalence of social appearance anxiety among adolescents has increased in recent years. It can be said that one of the reasons for this situation is appearance-oriented social media applications. Attachment styles in adolescents may play a role in social appearance anxiety, as in many types of anxiety. However, adolescents' positive youth development levels may have a protective role against social appearance anxiety. Therefore, this study investigated the serial mediator roles of Instagram addiction and positive youth development in the relationship between anxious-avoidant attachment style and social appearance anxiety in adolescents. The research was carried out with 508 high school students. As a result of the research, it was determined that anxious-avoidant attachment and Instagram addiction predicted social appearance anxiety positively. It was determined that positive youth development predicted social appearance anxiety negatively. In addition, mediating roles in the relationship between positive youth development and Instagram addiction, anxious-avoidant attachment and social appearance anxiety were found significant in the study. [ABSTRACT FROM AUTHOR]

This study examines the influences of a one-year life skills-oriented continuing professional development (CPD) programme on PE teachers' teaching practice. Based on Ball's (2009) generative change model, the programme was designed to facilitate pedagogical connections between programme knowledge and teachers' practices. Eight participants (4 males, 4 females) with 2–15 years teaching experience (M = 6.25, SD = 6.23) were selected. Data were collected from interviews with teacher participants, observation and texts retrieved from online chatroom messages exchanged from January 2018 to January 2019. Data were analysed using the case study approach and cross-case analysis for pattern recognition. The study findings show how the CPD programme influences teaching practice through four patterns: (a) generative improvement, (b) delayed improvement, (c) fluctuated practice and (d) stagnant practice. The findings also highlight how the process of change through CPD participation is challenging because the learning trajectories of teachers are mediated by the complex interplay between individual, programme and school contexts. Moreover, the importance of antecedents, such as prior beliefs and participant motivation, on CPD impacts, as well as the learning design characteristics for effective CPD programmes, are addressed. [ABSTRACT FROM AUTHOR]

Background: Dynamic, relational developmental systems-based models of development emphasize that developmentally-nurturant youth-adult relationships elicit in youth perceptions of being known and loved. Although such perceptions are foundations of positive youth development (PYD), such measures do not exist. Objective: We sought to create a theoretically-predicated measure of youth perceptions of being known and loved by capitalizing on data sets in two countries (Rwanda and El Salvador) wherein a multi-national study of PYD was being conducted by Compassion International (CI). Method: With Rwanda data (n = 1,204, Mage = 11.84, 50% CI-supported), exploratory and confirmatory factor analyses enabled refining the measure for robustness and parsimony. Measures of intentional self-regulation, hopeful future expectations, transcendence, and contribution were used for validation of the known and loved measure within the nomological net of constructs proposed in the Lerner and Lerner PYD model. Confirmatory factor analyses supported the use of the model within the El Salvador data set (n = 1,205, Mage = 13.03, 51% CI-supported). Results: Robust psychometric properties were established in both national settings. Measurement invariance was found across age, gender, urban–rural location, CI-enrollment status, and nations, and involved both mean differences and correlations among latent factors. Conclusions: The results provide evidence for a theory-predicated measure of youth perceptions of being known and loved and that scores for this construct covary within a nomological net specified in the Lerner and Lerner model of PYD. These findings serve international development organizations seeking theory-predicated measures for use in evaluating PYD programs in low- and middle-income countries. [ABSTRACT FROM AUTHOR]