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This review examines how well children of immigrants in Europe are doing in terms of educational, psychological, and behavioral outcomes. Based on theory and research in developmental, social and acculturation psychology fields, we explore the immigrant paradox (e.g., first-generation immigrant children show better adaptation in comparison to their native and second-generation counterparts) and migration morbidity (e.g., immigrants display less favorable outcomes than natives) in 102 studies conducted in 14 European countries. We conclude that theoretical assumptions of developmental (e.g., promoting context in families, schools, neighborhoods), social (e.g., intercultural behaviors and attitudes, lack of discrimination) and acculturation psychology (e.g., cultural maintenance and adoption, biculturalism) are powerful constituents for optimal adaptation of immigrant children and youth. Taken together, these constituents should guide policies and programs targeting optimal outcomes for children of immigrants. A discussion within empirically based policy practices to promote positive outcomes of young immigrant populations in Europe is offered.

Professional stress became part of our everyday life. Statistics in the field of education and medicine, in almost all European countries, emphasize work stress to be the most prevalent. Despite this evidence, minimal data are available about the incidence of burnout cases among Romanian medical staff. Therefore, our study came to fill a research gap, as it aimed to depict and analyze burnout symptomatology among 103 health professionals (N=103), doctors and nurses, working in Romanian public hospitals, using a set of socio-demographic and psychological dimensions. More precisely, we intended to reveal and explain the interrelation between burnout, measured with MBI-HSS - (Maslach Burnout Inventory for Human Service Survey) and intra-individual dimensions represented by subjective well-being, self esteem and locus of control. By means of a hybrid methodology and having as support specific methods of adults’ education, our findings lead us to elaborate an educational intervention program, designed to be implemented in our target group in order to attenuate and prevent job stress and burnout. Our paper may be a practical instrument useful for actors and institutions preoccupied with human resources development in medical environment, improving thus the quality of professional services and life of Romanian health-care personnel.

Ecological momentary assessment allows us to measure behavior in a real time and in natural environment, as well as to observe both intraindividual and interindividual variability. By measuring experiences daily or even multiple times every day during a longer period, this method minimizes recall bias, and since data are collected in real time and in subjects’ natural environment, it also maximizes ecological validity. This intensive longitudinal study will be conducted in Croatia during March 2022. Measurement will include at least 300 adolescents who entered first grade of high school in the year 2021 and reside in five bigger Croatian cities. Participants will be reporting on their perception of their 5C's, competence, confidence, character, caring and connection as well as depressive and anxiety symptoms, daily stressors, and risk behaviors. Measurement will take place four times a day (in the morning, during noon, in the afternoon and in the evening). EARS app will also collect passive data on social media and app-time usage as well as sleep duration. This will be the pioneering research using EARS for adolescent research in Croatia. This talk will present pilot data on the continuous-time structural equation modeling analysis. We expect to confirm that higher results on competence, connection, character and’s are related with lower rates of daily stressors, lower symptoms of mental health problems and lower risk behaviors.

Relationship between the five Cs of positive youth development (PYD ; Confidence, Competence, Connection, Character, and Caring), Contribution, as the sixth Cs of PYD, and mental well-being is theoretically assumed but there is surprisingly little research that investigated these relationships. Even more surprisingly, in the studies that did investigate wellbeing and PYD, mental well-being was often defined as the absence of mental illness. In this study we have used a positive conceptualization of mental well-being and looked at its relationship with each of the six Cs of PYD among youth. Previous research has indicated that there might be gender differences in these variables, so gender was considered as a potential moderator in these relationships. The data were collected within the “Cross-National Project on PYD” on a sample of 728 high-school and university students in Croatia. Participants completed a questionnaire that included demographic information, measures of the six Cs of PYD, as well as a measure of mental well-being that includes both affective and cognitive aspects, and psychological functioning. A correlation analysis showed significant positive relationships between the indicators of PYD and well-being. A hierarchical multiple regression analysis showed that Confidence, Competence, and Connection were significant predictors of mental well-being, while Character, and Caring were not significant. The moderating effect of gender was not confirmed. The findings of this study can inform future interventions aimed at increasing youth mental well-being that could put the focus on youth Confidence, Competence, and Connection. Suggestions for policy applications and further research will be discussed.

A tendency to worry increases during adolescence, and the individual differences in the amount of worry become more pronounced during that period. The purpose of this study was to investigate the effect of the five Cs of Positive Youth Development (PYD), namely Competence, Confidence, Character, Connection, and Caring, on the frequency of worries youth have about their future employment prospects, academic performance, social surrounding, loneliness, and socio-economic status. The data were collected within the “CrossNational Project on PYD” on a sample of 728 students in Croatia, who completed a questionnaire including items measuring the five Cs of PYD, future worries, and demographic characteristics. Correlation analysis showed a moderate, negative correlation between future worries and the 5 Cs of PYD, indicating that higher levels of the five Cs of PYD are associated with lower levels of perceived worries about the future. Further, two independent-samples ttests were conducted to compare the five Cs of PYD and future worry scores of girls and boys. The results indicate that girls develop higher levels of the five Cs of PYD, but also higher levels of worries concerning different aspects of the future. Finally, a hierarchical multiple regression showed that the five Cs of PYD explained 21.8% of the variance, after statistically controlling for age and gender differences. While higher levels of confidence and connection were associated with less worry, higher levels of caring were associated with more worry about the future. This research contributes to the understanding of the role of the indicators of PYDs on worry reduction, which can inform the development of interventions as well as youth policies and programmes.

Over the last two decades, a psychological construct of self-compassion has been intensively researched. Self-compassion is defined as a self- attitude that involves treating oneself with warmth and understanding in difficult times and recognizing that making mistakes is part of being human. Since recently, practitioners and scientist are developing and evaluating interventions focused on improving self-compassion in adolescents. Studies indicate the potential of these interventions in preventing mental, emotional, and behavioral problems of adolescents. The present study examines the correlation between self-compassion, different components of 5C PYD model, and mental wellbeing of adolescents. The main aim is to explore the relative contribution of the particular 5C characteristics and self- compassion to wellbeing of adolescents. The survey was conducted on a sample of 568 students (64.7% female) from Croatian high schools with an average age of 16, 2. Positive Youth Development short form was used to assess 5C characteristics of youth (Geldhof et al., 2014). Self-compassion was assessed with the Self-Compassion Scale for Youth (Neff et al., 2021) while adolescents’ mental wellbeing was assessed with the Warwick Edinburgh Mental Wellbeing Scale (Warwick Medical School, 1997). Preliminary analysis showed the presence of significant correlations between assessed constructs. The results of hierarchical regression analysis showed that combined, adolescents’ gender, age, and components of 5C model explained 59% of the variance of mental wellbeing in adolescents. Adding the self-compassion into the model increased the portion of the variance explained to 64%. In the final model, confidence, selfcompassion and connection were the strongest predictors of mental wellbeing of adolescents. Obtained results show the importance of self- compassion in understanding the positive development of youth.

Positive youth development short form (PYD Short Form) is widely used to measure 5C’s in cross-sectional, longitudinal and intervention research documenting that 5C or 6C model is found in various cultures. Aim of this paper is to present results on youth version of scale validation, as well as to present how 5C’s predict emotional distress. Pilot study of 5C model has included 568 youth aged 14 to 19, mean age being 16, 2. Positive Youth Development short form (Geldhof et al., 2014) was used to assess 5C characteristics of youth while they reported on their mental health, including Depression, Anxiety and Stress Scale - 21 (DASS-21, Lovibond and Lovibond, 1995) and Warwick Edinburgh Mental Wellbeing Scale (Warwick Medical School, 1997). Analyses were done in Mplus, starting with CFA and ESEM for scale validation and model building with latent variables. ESEM model shows acceptable model fit in youth model: RMSEA upper bound less than .062, SRMR 0.035 and by CFI being close to .90 (0.886). Confidence and connection were significant predictors of emotional distress showing that youth with lower confidence and less connection to others exhibit more symptoms of emotional distress. Caring and character were significantly and positively related with emotional distress meaning that youth that showed higher empathy for others and has higher values showed more emotional distress. Competence was not a significant predictor for either gender male or female adolescents. Findings suggest that interventions for youth mental health should consider positive development perspective and especially build warm relationships with others as well as creating opportunities for confidence building.

Positive youth development is expected to be influenced by different contexts of adolescents' life, and family and school are the most relevant for their development. In the period of adolescence, substantial changes occur in the relationships with family and school, the most important socialization agents. The aim of this paper is to test empirical model that offers an explanation how parental and school factors can improve PYD. Initial structural model for PYD is proposed as a function of more positive parental monitoring (parental knowledge, parental solicitation, youth disclosure) and academic buoyancy. In structural empirical model, PYD will be assessed throughout emotional distress and risk behaviors. We hypothesize that positive perception of parental monitoring and positive perception of academic buoyancy will contribute to a linear association and structural prediction of PYD and growth in emotional wellbeing and less risk behaviors. Preliminary analyses showed that higher perception of positive parenting and higher academic buoyancy is significantly related with less emotional distress and less risk behaviors. Academic buoyancy is a strong predictor of mental health indicating that youth that handle school stress well have better wellbeing indicators. Preliminary analysis indicates important gender differences: male adolescents are showing more academic buoyancy and perceive less parental monitoring. Female adolescents are showing higher results on character and caring dimensions, just two of 5C model characteristics and that is related with more emotional distress in female. Further research has to be conducted to analyse the interaction of gender and context variables affecting youth development. First results are leading to a conclusion that female and male adolescents need differently tailored mental health promotion programs.

The aim of this study was to investigate the relationship between developmental assets and worries youth have about future education, employment, loneliness, and social status, as well as the differences in this relationship between high-school students and university students. Benson’s developmental assets framework, which consists of 40 developmental assets grouped into four internal and four external assets, provides the basis for this study. While the relationship between developmental assets and non- pathological worry has gained little attention in the past, previous research indicates that developmental assets are related to positive health outcomes and fewer internalizing problems. Data on developmental assets and future worries were collected within the “Cross-National Project on PYD” on a sample of high-school and university students in Croatia (N=728 ; 424 high-school students ; 449 female ; Mage=18.4, SD = 2.29). The results indicate that, especially for high-school students, there is a significant negative correlation between the internal asset positive identity and future worries. In general, developmental assets significantly predicted a decreased level of future worry in youth. For both subsamples, this relationship was greatest for worries about being unable to find employment and doing badly at school or further education. Overall, the relationship between developmental assets and future worry was greater for university students than for high-school students. The data also indicate gender differences, where girls report being more worried and having developmental assets in higher amount. The findings suggest that lack of important developmental assets make youth more susceptible to worrying, and that internal assets contribute more than external assets.