Richard M. Lerner

Handbook of adolescent psychology

The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.

Positive Youth Development, 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

The 4-H Study of Positive Youth Development (PYD), a longitudinal investigation of a diverse sample of 1,700 fifth graders and 1,117 of their parents, tests developmental contextual ideas linking PYD, youth contributions, and participation in community youth development (YD) programs, representing a key ecological asset. Using data from Wave 1 of the study, structural equation modeling procedures provided evidence for five firstorder latent factors representing the “Five Cs” of PYD (competence, confidence, connection, character, and caring) and for their convergence on a second-order PYD latent construct. A theoretical construct, youth contribution, was also created and examined. Both PYD and YD program participation independently related to contribution. The importance of longitudinal analyses for extending the present results is discussed.

Reassessing the Dimensions of Temperamental Individuality Across the Life Span:The Revised Dimensions of Temperament Survey (DOTS-R):

The principal objective of this research was to identify age-continuous features of temperament, across an age span from early childhood to late adolescence/early adulthood through the construction of a new temperament measure, the Revised Dimensions of Temperament Survey (DOTS-R). Limitations of an extant temperament measure, the Dimensions of Temperament Survey (DOTS), were considered in the present scale construction research. A temperament questionnaire composed of an initial pool of 106 items was administered to three different samples-preschoolers, elementary school children, and late adolescents/early adults. The analyses included interrater agreement for content validity of items, item-total scale analyses, factor analyses, and the determination of internal consistency estimates of temperament dimensions for each sample. A nine factor model of temperament emerged for the preschool and elementary school samples, whereas a ten factor model emerged for the late adolescent/early adult sample. Supporting the factorial validity of the DOTS-R across the three age samples, results indicated high congruity for pairwise comparisons of factor loading patterns across samples, and moderate to high levels of internal consistency for each of the temperament dimensions across samples. Data supportive of the predictive validity of the DOTS-R for early and late adolescents are noted as well.

Positive Youth Development A View of the Issues

The positive youth development (PYD) perspective is a strength-based conception of adolescence. Derived from developmental systems theory, the perspective stressed that PYD emerges when the potential plasticity of human development is aligned with developmental assets. The research reported in this special issue, which is derived from collaborations among multiple university and community-based laboratories, reflects and extends past theory and research by documenting empirically (a) the usefulness of applying this strength-based view of adolescent development within diverse youth and communities; (b) the adequacy of conceptualizing PYD through Five Cs (competence, confidence, connection, character, and caring); (c) the individual and ecological developmental assets associated with PYD; and (d) implications for community programs and social policies pertinent to youth.

Toward a Science for and of the People: Promoting Civil Society through the Application of Developmental Science

Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change.

Positive Youth Development: Thriving as the Basis of Personhood and Civil Society

Theoretical issues pertinent to a dynamic, developmental systems understanding of positive youth development and the thriving process in such development are discussed. Thriving involves relative plasticity in human development and adaptive regulations of person-context relations. An integrated moral and civic identity and a commitment to society beyond the limits of ones own existence enable thriving youth to be agents both in their own, healthy development and in the positive enhancement of other people and of society. Thriving youth become generative adults through the progressive enhancement of behaviors that are valued in their specific culture and that reflect the universal structural value of contributing to civil society.

Children and adolescents as producers of their own development

Abstract Interest in the historically changing contexts of human life has been associated with the elaboration of a life-span view of human development. This view holds that all levels of the context, including the biological, psychological, and sociocultural, change in reciprocal relation to one another. As a consequence of being embedded in a context which they both influence and are influenced by, children and adolescents may promote their own development. One way this occurs is that as a consequence of their characteristics of physical and behavioral individuality people promote differential reactions in their socializing others (e.g., parents, teachers, or peers); these reactions feed back affecting further development. My colleagues and I have conducted research that describes such child and adolescent contributions to development. We have focused on characteristics of physical individuality, such as body type and physical attractiveness, and on characteristics of behavioral individuality, such as behavioral style or temperament. Findings from these studies are conceptualized in terms of a person-context “goodness-of-fit” model. Adaptive development is associated with congruence, or fit, between a persons attributes of individuality and the demands of his or her setting. Implications of this research for illustrating the use of the life-span perspective, and for theory in and practice of intervention, are discussed.

Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use

Using longitudinal data from the 4-H Study of Positive Youth Development, the authors assessed 1,977 adolescents across Grades 5 to 8 to determine if there were distinctive developmental paths for behavioral and emotional school engagement; if these paths varied in relation to sex, race/ethnicity, and family socioeconomic status (SES); and whether links existed between trajectories of school engagement and grades, depression, substance use, and delinquency. Four trajectories for behavioral school engagement and four trajectories of emotional engagement were identified using a semiparametric mixture model. These trajectories were distinct with regard to initial levels of and changes in engagement, as well as to their shapes. Trajectories varied in regard to sex, SES, and race/ethnicity. Different trajectories of behavioral and emotional engagement were linked to grades, depression, delinquency, and substance use. Directions for future research and application are discussed.

Use of Missing Data Methods in Longitudinal Studies: The Persistence of Bad Practices in Developmental Psychology.

Developmental science rests on describing, explaining, and optimizing intraindividual changes and, hence, empirically requires longitudinal research. Problems of missing data arise in most longitudinal studies, thus creating challenges for interpreting the substance and structure of intraindividual change. Using a sample of reports of longitudinal studies obtained from three flagship developmental journals-Child Development, Developmental Psychology, and Journal of Research on Adolescence-we examined the number of longitudinal studies reporting missing data and the missing data techniques used. Of the 100 longitudinal studies sampled, 57 either reported having missing data or had discrepancies in sample sizes reported for different analyses. The majority of these studies (82%) used missing data techniques that are statistically problematic (either listwise deletion or pairwise deletion) and not among the methods recommended by statisticians (i.e., the direct maximum likelihood method and the multiple imputation method). Implications of these results for developmental theory and application, and the need for understanding the consequences of using statistically inappropriate missing data techniques with actual longitudinal data sets, are discussed.

Positive Development in Adolescence : The Development and Role of Intentional Self-Regulation

Adolescence is a period of marked change in the person’s cognitive, physical, psychological, and social development and in the individual’s relations with the people and institutions of the social world. These changes place adaptational demands on adolescents, ones involving relations between their actions upon the context and the action of the context on them, a bidirectional process that has been labeled developmental regulation. The attributes and means through which the adolescent contributes to such regulation may be termed self-regulation. This article differentiates between organismic and intentional self-regulation and examines the development of intentional self-regulation in adolescence, and the individual and contextual contributions to its development. The model of Selection, Optimization, and Compensation, developed by Paul Baltes, Margaret Baltes, and Alexandra Freund, is used as a means to conceptualize and index intentional self-regulation in adolescence. The relation between intentional self-regulation and positive development of youth is examined.