Lacey J. Hilliard

Character in childhood and early adolescence: models and measurement

In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents (ACCEA), among 906 Scouts (mean age = 8.84 years, SD = 1.39 years) and 775 non-Scout boys and girls (mean age = 8.92, SD = 1.64). We identified an eight-correlated-factor model as providing the best fit with our data. We further established measurement invariance and explored latent mean differences for ACCEA scores across two Scout groups (with or without a higher-level program leader), non-Scout boys and non-Scout girls. Girls were generally superior than boys on all character attributes. We further examined concurrent validity of ACCEA by correlating the character attributes with youth sense of school competence, intentional self-regulation and parental perception of youth school performance. We discuss implications for future character research and point to the value of the ACCEA measure being used by practitioners in character development programs.

Promoting Positive Youth Development

We employ an array of quantitative and qualitative data collection methods that include surveys, focus groups, case studies and interviews. Sample groups include all stakeholders to ensure that our analysis encompasses a full perspective. Advanced technologies including computer-aided surveys and Web-based systems provide rapid analysis and feedback. We specialize in surveying diverse and hard-to-reach populations such as atrisk youth through the use of comprehensive tracking systems. The result is accurate, comprehensive research data that enables us to evaluate issues with objectivity, and to provide clients with information that can be readily applied to their work.

Applying Research About Adolescence in Real-World Settings: The Sample Case of the 4-H Study of Positive Youth Development

The 4-H Study of Positive Youth Development (PYD) explored the foundations and implications of thriving across much of the second decade of life. In this chapter, we describe the theory framing this study, present additional research on PYD, and present the details of the method used in the study. In addition, we provide an overview of the chapters in this book and discuss the ways in which the chapters illustrate different facets of the thriving process. Finally, we point to how the book offers directions for future research and for applications aimed at improving the life chances of diverse adolescents.

Examining Cross-Age Peer Conversations Relevant to Character: Can a Digital Story About Bullying Promote Students’ Understanding of Humility?

Successful character education programs are commonly marked by components including conversations about moral issues; however, little is known about what students actually talk about in such programs. Using initial data from the Arthur Interactive Media Buddy Project, this study examined whether a digital comic about bullying generated meaningful conversations surrounding humility. The sample was 52 cross-age peers in elementary school. Analyses involved an iterative, deductive-inductive coding process resulting in a total of ten codes, of which three were most readily identified in peers’ conversations: perspective taking, affect labeling, and empathic responding. Limitations and implications relevant to character education are discussed.

Perspective taking and decision-making in educational game play: A mixed-methods study

ABSTRACT Video games have the potential to be contexts for moral learning. We investigated whether Quandary, a video game designed to promote ethical thinking and moral considerations for decision-making, would help promote positive skills such as perspective taking and empathy in adolescents. We examined the effect of playing Quandary on 131 middle school students on self-reported measures of moral thinking via mixed-method randomized control trials. In addition, we conducted qualitative analyses of one-on-one participant interviews and short-answer responses to capture experiences and reflections from playing Quandary, as well as the depth in which students across conditions responded to the interview questions. We found that short-term quantitative indicators did not show change across conditions; however, qualitative analyses revealed thematic responses that are consistent with the core components of the Quandary game, and that students in the Quandary condition showed a greater depth of response to interview questions. This work is a first step in exploring the potential for virtual game play on children’s social, emotional, and cognitive development.

A Positive Youth Development Approach to Bullying: Promoting Thriving and Reducing Problem Behaviors

Bullying has been linked to a number of problematic developmental outcomes. However, to create positive and meaningful change in individuals, programs and policies need to go beyond punitive actions against bullying behaviors and acknowledge and respond to the complexities involved in bullying. In this chapter, we present a reframing of bullying and bullying interventions using a strength-based, positive youth development perspective. We discuss innovative and effective ways of approaching bullying prevention and intervention efforts. To this end, we discuss the need for taking the whole child into account as well as the multiple contexts in which he or she lives. By moving beyond traditional bullying perspectives, we offer an approach that will help practitioners, policy makers, and educators create effective learning environments that support the development of the whole student and promote a positive school climate. We conclude the chapter by providing recommendations for future research, educational programs, and policy initiatives. Specifically, we recommend that programs and schools (1) address individual, peer group, family, and school norms; (2) promote social and emotional learning as foundational to individual development, peer group functioning, and school climate; and (3) involve families in anti-bullying and positive behavior promotion efforts.

Human Development, Theories of

Relational developmental systems (RDS) models frame contemporary scholarship in human development – whether in infancy, childhood, adolescence, adulthood, or late adulthood – and encourage investigations of variation both within time and across people in their trajectories of individual ↔ context relations using person-centered and change-sensitive methods. Accordingly, we contrast RDS theory-framed research with prior theoretical approaches, specifying implications of RDS theories for description, explanation, and optimization of development across the life span. We note implications for programs and policies and for promoting social justice among diverse individuals, families, and communities.