Rachel M. Hershberg

Developmental Science in 2025: A Predictive Review

This article discusses the current and emerging status of contemporary developmental science and present predictions about the growth of the field by 2025. Key contemporary features of developmental science involve a theoretical focus on models derived from the relational developmental systems, metamodel, a methodological focus on quantitative, qualitative, and mixed-methods analytic approaches. Emerging foci involve an integrative understanding of evolution and of epigenetics, methodological innovations predicated on the idiographic nature of intraindividual change and on the use of systems science and econometric methods, and the use of relation developmental systems-based evidence to enact applications to optimize human development and to promote social justice.

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.

Positive Youth Development Among Minority Youth: A Relational Developmental Systems Model

We present an overview of the positive youth development (PYD) perspective and the relational developmental systems (RDS) metatheory that frames this perspective. We describe the Lerner and Lerner model of PYD, and some of the findings from the 4-H Study of PYD regarding how thriving can be promoted among America’s diverse youth. We also address limitations of this research, including the lack of a representative sample of minority youth participants in this study. We discuss how further RDS-based PYD research may be designed with the explicit goal of addressing some of the limitations of past work. We present implications for applying what we have learned from PYD research to programs that aim to promote thriving among minority youth in the U.S. and internationally.

The Study of the Development of Civic Engagement Within Contemporary Developmental Science: Theory, Method, and Application

Within contemporary developmental science, models derived from relational developmental systems metatheory emphasize that the basic process involved in the ontogeny of civic engagement involves mutually-influential and beneficial relations between the developing individual and his or her complex and changing social, cultural, and physical contexts (represented as individual ← → context relations). The authors suggest that research on the development of civic engagement should be theoretically predicated, use change-sensitive, longitudinal methods, and be comparative across time and place. Using these facets of scholarship as a lens, we discuss the contributions to this special issue. We conclude that the present set of studies provides a useful basis for future research and applications aimed at understanding and promoting individuals’ civic contributions, and their support of social organizations promoting individual thriving and freedom, liberty, and social justice.

Promoting Contribution Among Youth: Implications from Positive Youth Development Research for Youth Development Programs

Contribution to civil society is a key outcome of positive youth development (PYD), as evidenced by findings from the 4-H Study of PYD. In this chapter, we focus on conceptualizations and measurement of contribution within PYD research. We first discuss conceptualizations of contribution as active and engaged citizenship (AEC) and the relations among AEC and other constructs, such as school engaged and risk behaviors, within the 4-H Study sample. We then describe research on contribution among youth of color, including recent research on social justice youth development and critical consciousness. Throughout the chapter, we review strategies that practitioners can use to develop and promote meaningful contributions among diverse young people. Given associations between contribution and positive outcomes among America’s diverse youth, we emphasize that policies and programs should provide more opportunities for youth contributions to society, including community service, social activism, and/or participation in local politics.

Adolescents’ Character Role Models: Exploring Who Young People Look Up to as Examples of How to Be a Good Person

Research has explored young people’s role models in general, but little is known about role models whom youth look up to in relation to their character. The authors asked 220 adolescents (M age = 13.4, 45% White, 15% Hispanic, 11% Black) from Massachusetts and Connecticut to nominate a character role model, someone they knew personally and looked up to as an example of how to be a good person; 142 (64.5%) listed a character role model, with family members nominated most frequently, followed by friends and other adults (e.g., teachers). Youth cited how their character role model treated them as well as other people as reasons for selecting their character role models. Participants also rated the quality of the relationship, role-modeling behaviors, and socialization practices. There were similar positive characteristics associated with the three character role model types, but there were also differences (e.g., family character role models were rated most positively on relationship quality as well as role-modeling behaviors, whereas friend character role models rarely provided character socialization). Findings suggested that youth understand the relational nature of character and also point to the potentially powerful role of character role models in promoting character development.

Exploring the Out-of-School Time Program Ecology of Boy Scouts

Youth development programs, such as Boy Scouts of America, and other out-of-school time programs (e.g., sport), may represent important ecological assets in the lives of youth. Participation in such programs has been linked to indicators of positive youth development, including character virtues. Nuanced relationships exist, however, between involvement in specific sets of out-of-school time programs and indicators of positive youth development. The present study examined character virtues of youth (N = 667) who participated in Boy Scouts of America and in other out-of-school time programs (e.g., sport, band/music, or faith-based activities). Scouts participated in an average of two other out-of-school time programs. There was relatively limited variability, however, in the intensity of out-of-school time program participation. Sport was the other out-of-school time program most frequently engaged in by Scouts. In general, character virtues did not vary in relation to participation breadth or intensity. Limitations of the present study and implications for future research are discussed.

Perceptions of Character Development at a Trade College: Triangulating Student, Alumni, Administrator, and Teacher Perspectives

Higher education may be a setting wherein character is revealed or developed. The purpose of this study was to investigate stakeholders’ perspectives about the processes involved in character development at a postsecondary institution with a trade and character education focus: Williamson College. The authors analyzed qualitative data from administrators, teachers, students, and alumni regarding their perceptions of the character development process at Williamson College and to ascertain which features of the context each group viewed as essential for character development. The authors then triangulated across sources to examine alignment in stakeholders’ perceptions. Each stakeholder group identified two essential facets of Williamson College: (1) structure and discipline and (2) interpersonal relationships. The groups varied, however, on which aspects of these themes they highlighted. We discuss the implications of these findings for the Williamson College context as well as for the development, implementation, and evaluation of character-based models of higher education.

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.