Positive Youth Development Programmes for Adolescents in the Educational Context
Positive Youth Development Programmes for Adolescents in the Educational Context
DOI:
https://doi.org/10.12795/revistafuentes.2024.23091Keywords:
Positive Youth Development, Educational environment, Compulsory education, Evidence-based Programmes, Formal education, Adolescence, Sistematic ReviewAbstract
Programmes from the Positive Youth Development approach favour integral development, promoting positive behaviours and reducing the probability of risky behaviours. But what are the characteristics of these programmes implemented in schools and what is their relationship with school adjustment? To answer this question, a systematic review was conducted following the PRISMA 2020 protocol. After searching the WoS, Scopus, ERIC, PsycINFO and PubMed databases and selecting the articles according to the inclusion criteria (1st Positive Youth Development programmes, 2nd targeted at adolescents, 3rd implemented in schools, 4th evaluated), the main findings of 15 articles (between 2008-2020) are presented. It has been found that Positive Youth Development programmes applied in the educational context are in line with the theoretical approach. The most widespread model being the 5Cs. Despite being well-founded, not all of them consider relevant aspects for schools to become positive environments (involving the whole educational community or guaranteeing loyalty to the programme). In the standards of evidence, most of them show shortcomings in reporting on the implementation process. In conclusion, it is relevant to consider the results of this review to design, implement and evaluate Positive Youth Development programmes that promote school continuity in schools.
Downloads
References
Axford, N., Elliot, D., y Little, M. (2012). Blueprints for Europe: Promoting Evidence-Based Programs in Children's Services. Psychosocial Intervention, 21(2), 205-214. https://doi.org/10.5093/in2012a11
Beck, M., y Wiium, N. (2019). Promoting academic achievement within a positive youth development framework. Norsk Epidemiologi, 28(1-2), 79-87. https://doi.org/10.5324/nje.v28i1-2.3054
Benson, P. L. (2003). Developmental Assets and Asset-Building Community: Conceptual and Empirical Foundations. In R. M. Lerner, & P. L. Benson, Developmental Assets and Asset-Building Communities (pp. 19-43). Norwell, MA: Springer. https://doi.org/10.1007/978-1-4615-0091-9
Benson, P. L., Scales, P. C., y Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. En R. M. Lerner, J. V. Lerner, y J. B. Benson, Advances in Child Development and Behavior (Vol. 41, pp. 197-230). Elsevier.
Bergeron, J., Chouinard, R., y Janosz, M. (2011). The Impact of Teacher-Student Relationships and Achievement Motivation on Students’ Intentions to Dropout According to Socio-economic Status. US-China Education Review B, 273-279. https://acortar.link/fbkw7l
Bradshaw, C. P., O'Brennan, L. M., y McNeely, C. A. (2008). Core competencies and the prevention of school failure and early school leaving. New Directions for Child and Adolescent Development(122), 19-32. https://doi.org/10.1002/cd.226
Catalano, R., Berglund, M., Ryan, J., Lonczak, H., y Hawkins, D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98-124. http://www.jstor.org/stable/4127638
Damon, W. (2008). The Path to Purpose: Helping Our Children Find Their Calling in Life. Free Press.
Eichas, K., Albrecht, R., Garcia, A., Ritchie, R., Varela, A., Garcia, A., . . . Kurtines , W. (2010). Mediators of Positive Youth Development Intervention Change: Promoting Change in Positive and Problem Outcomes? Child & Youth Care Forum, 39, 211–237. https://doi.org/10.1007/s10566-010-9103-9
Eichas, K., Kurtines, W., Rinaldi, R., y Farr, A. C. (2018). Promoting Positive Youth Development: A Psychosocial Intervention Evaluation. Psychosocial Intervention, 27, 22-34. https://doi.org/10.5093/pi2018a5
Eichas, K., Montgomery, M., Meca, A., y Kurtines, W. (2017). Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development. Child Development, 88(4), 1115-1124. https://doi.org/10.1111/cdev.12866
EurofamNet. (2020). EurofamNet: The European Family Support Network. Retrieved from European Family Support Network (EurofamNet), Action (CA18123) under the COST Program. https://eurofamnet.eu/home
Fixsen, D., Blase, K., Metz, A., y Van Dyke, M. (2013). Statewide Implementation of Evidence-Based Programs. Exceptional Children, 79(3), 213-230. https://doi.org/10.1177/001440291307900206
Freire, T., Lima, I., Teixeira, A., Araújo, M. R., y Machado, A. (2018). Challenge: To Be+. A group intervention program to promote the positive development of adolescents. Children and Youth Services Review, 87, 173-185. https://doi.org/10.1016/j.childyouth.2018.02.035
Gilham, C., Thompson, K., y Ruckstuhl, S. (2020). Improving Girls’ Developmental Assets Using a Mentor Led Approach in Atlantic Canada. Gender Issues, 37, 340–354. https://doi.org/10.1007/s12147-020-09251-6
Guerra, N. G., y Bradshaw , C. P. (2008). Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention. En N. G. Guerra, y C. P. Bradshaw, Core Competencies to Prevent Problem Behaviors and Promote Positive Youth Development : New Directions for Child and Adolescent Development (pp. 1-17). Jossey-Bass.
Kagitcibasi, C., Baydar, N., y Cemalcil, Z. (2018). Supporting positive development in early adolescence: A school-based intervention in Turkey. Applied Developmental Science, 24(2), 170-192. https://doi.org/10.1080/10888691.2018.1457962
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170-183. https://doi.org/10.1037/0003-066X.55.1.170
Lázaro-Visa, S., Palomera, R., Briones, E., Fernández-Fuertes, A. A., y Fernández-Rouco, N. (2019). Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors. Front Psychol, 10, 1-11. https://doi.org/10.3389/fpsyg.2019.01691
Lerner, R. M. (2004). Liberty: Thriving and Civic Engagement among America's Youth. Thousand Oaks, CA: SAGE Publications. https://doi.org/10.4135/9781452233581
Lerner, R., Lerner, J., Almerigi, J., Theokas, C., Phelps, E., Gestsdottir, S., . . . von Eye, A. (2005). Positive youth Developmental, participation in community youth development programs, and community contributions of fifth grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence, 25(1), 17-71. https://doi.org/10.1177/0272431604272461
Lewis, K., Vuchinich, S., Ji, P., DuBois, D., Acock, A., Bavarian, N., . . . Flay, B. (2016). Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth. Applied Developmental Science, 20(1), 16-28. https://doi.org/10.1080/10888691.2015.1039123
Little, R. (1993). What’s working for today’s youth: The issues, the programs, and the learnings. ICYF Fellows Colloquium. Michigan State University.
Luk, A., Chan, W., y Hu, S. (2013). Macau, world capital for gambling: a longitudinal study of a youth program designed to instill positive values. Frontiers in Public Health, 1, 1-10. https://doi.org/10.3389/fpubh.2013.00058
Ma, C., Shek, D., y Leung, H. (2019). Evaluation of a Positive Youth Development Program in Hong Kong: A Replication. Research on Social Work Practice, 29(7), 808-819. https://doi.org/10.1177/1049731518806579
Mihalic, S., y Elliott, D. (2015). Evidence-based programs registry: Blueprints for Healthy Youth Development. Evaluation and Program Planning, 48, 124-131. https://doi.org/10.1016/j.evalprogplan.2014.08.004
Oliva, A., Reina, M. C., Hernando, Á., Antolín, L., Pertegal, M. Á., Parra, Á., . . . Pascual, D. M. (2011). Activos para el Desarrollo Positivo y la Salud Mental en la Adolescencia. Junta de Andalucía. Consejería de Salud y Familias. https://acortar.link/krlfvr
Oliva, A., Ríos, M., Antolín, L., Parra, A., Hernando, A., y Pertegal, M. A. (2010). Más allá del déficit: construyendo un modelo de desarrollo positivo adolescente. Infancia y Aprendizaje, 32(2), 223-234. https://doi.org/10.1174/021037010791114562
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., . . . Moher, D. (2021a). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BJM, 372 :n160. https://doi.org/10.1136/bmj.n71
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., . . . McKenzie, J. E. (2021b). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BJM(372:n160). https://doi.org/10.1136/bmj.n160
Paricio, D., Rodrigo, M. F., Viguer, P., y Herrera, M. (2020). Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting. International Journal of Environmental Research and Public Health, 17(18), 1-17. https://doi.org/10.3390/ijerph17186784
Pertegal, Oliva, y Hernando. (2010). Los programas escolares como promotores del desarrollo positivo adolescente. Cultura y Educación, 22(1), 53-66. https://doi.org/10.1174/113564010790935169
Shek, D., y Sun, R. (2010). Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on Three Years of Program Implementation. The Scientific World Journal, 10, 1509–1519. https://doi.org/10.1100/tsw.2010.122
Shek, D., y Zhu, X. (2020). Promotion of Thriving Among Hong Kong Chinese Adolescents: Evidence From Eight-Wave Data. Research on Social Work Practice, 30(8), 870-883. https://doi.org/10.1177/1049731520947156
Shek, D., Zhu, X., Leung, J., Lee, T. Y., y Wu, F. (2019). Evaluation of the Project P.A.T.H.S. in Mainland China: Findings Based on Student Diaries. Research on Social Work Practice, 29(4), 410-419. https://doi.org/10.1177/1049731517745994
Slavin, R. E. (2017). Evidence-Based Reform in Education. Journal of Education for Students Placed at Risk (JESPAR), 22(3), 178-184. https://doi.org/10.1080/10824669.2017.1334560
Truskauskaitė-Kunevičienė, I., Romera, E., Ortega-Ruiz, R., y Žukauskienė, R. (2020). Promoting positive youth development through a school-based intervention program Try Volunteering. Current Psychology, 39, 705–719. https://doi.org/10.1007/s12144-018-9790-1
Uriarte, J. d. (2006). Construir la resiliencia en la escuela. Revista de Psicodidáctica, 11(1), 7-23. https://acortar.link/nF8pas
Walter, I., Nutley, S., y Davies, H. (2005). What works to promote evidence-based practice? A cross-sector review. Evidence & Policy: A Journal of Research, Debate and Practice, 1(3), 335-363. https://doi.org/10.1332/1744264054851612
Zhu, X., y Shek, D. (2020). Impact of a positive youth development program on junior high school students in mainland China: A pioneer study. Children and Youth Services Review, 114, 105022. https://doi.org/10.1016/j.childyouth.2020.105022
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Adriana Álamo-Muñoz, Juan Carlos Martín Quintana, Jesús Alemán Falcón, Miriam del Mar Cruz-Sosa
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
Authors conserve the copyrights and cede to the journal the right for first publication, with the work registered with the attribution licence of Creative Commons, which allows third parties to use the published work as long as they mention the authorship and the first publication in this journal.
The authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. include it an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
Authors are allowed and indeed recommended to publish their work on the internet (for example on institutional or personal pages) before and during the revision and publication process, because it can lead to productive exchanges and greater and faster dissemination of the published work (see The Effect of Open Access).
