Selva Lewin-Bizan

Individual and Contextual Bases of Thriving in Adolescence: A View of the Issues.

We introduce this special issue on the individual and contextual bases of adolescent thriving by describing the relational developmental systems theory-based, positive youth development (PYD) perspective that frames much of contemporary research about health and positive development across the adolescent period and that, more specifically, frames the 4-H Study of PYD, the data set from which the empirical work in this special issue is drawn. All articles point to the combined role of characteristics of the person and ecological assets in the family, school, or community settings of youth to promote the development of PYD. We discuss how these articles provide evidence about the empirical usefulness of the PYD perspective and discuss how research testing the PYD model has new and important implications for both adolescent development research and for the application of developmental science.

One good thing leads to another: cascades of positive youth development among American adolescents.

Developmental cascades are links across the life span among heterotypic (qualitatively distinct) variables associated with one or more levels of organization within the ecology of human development. Using data from the longitudinal, 4-H Study of Positive Youth Development (PYD), we illustrate a developmental systems theory predicated model of cascades in the relations between individuals and contexts that promote positive development among adolescents. Consistent with expectations about the bases of PYD and the role in such development on person and context, ecological resources associated with parenting are linked to individual self-regulatory behaviors that in turn impact PYD, which is then associated with youth community contributions. We discuss the limitations and future directions of this research and the implications of developmental cascades for applications to policies and programs.

Special Issue Introduction: The Meaning and Measurement of Thriving: A View of the Issues

We introduce this special issue on the foundations and functions of adolescent thriving by summarizing the developmental systems theory-based, positive youth development (PYD) perspective. The PYD perspective frames much of contemporary research about health and positive development across the adolescent period and, more specifically, frames the 4-H Study of PYD, the data set from which the empirical work in this special issue is drawn. We discuss the different ways in which the articles in this special issue elucidate different facets of the PYD perspective. In addition, we summarize the implications of this research for future scholarship and for applications aimed at improving the life chances of diverse adolescents.

The Role of Intentional Self Regulation, Lower Neighborhood Ecological Assets, and Activity Involvement in Youth Developmental Outcomes

Extracurricular activities provide a key context for youth development, and participation has been linked with positive developmental outcomes. Using data from the 4-H Study of Positive Youth Development (PYD), this study explored how the intentional self regulation ability of youth interacted with participation in extracurricular activities to affect PYD among adolescents living in neighborhoods with relatively low ecological assets. In total, 545 youth were included in the study (50.3% female). Most of the youth were European American (41%) or Latino (37%; African American, 10%; Asian American, 7%; Native American, 4%; and other, 1%). In general, youth with the greatest capacity to self regulate benefitted the most, as compared to their peers with less capacity to self regulate, from involvement in extracurricular activities. Consistent with a developmental systems perspective, and specifically with bioecological theory, the findings from this study confirmed that, within lower asset settings, children with the most positive person-level factors (intentional self regulation) benefit the most from proximal processes such as extracurricular activity involvement.

Promotion as Prevention: Positive Youth Development as Protective against Tobacco, Alcohol, Illicit Drug, and Sex Initiation

The present study was designed to examine the association of positive youth development with the likelihood of tobacco, alcohol, marijuana, hard drug, and sex initiation between 5th and 10th grades. A national, largely middle-class sample of 5,305 adolescents, participating in a longitudinal study funded by the National 4-H Council (although not all participants were enrolled in 4-H or other after-school programs), completed measures of positive youth development (PYD) constructs and of tobacco, alcohol, marijuana, and hard drug use once per year between 5th and 10th grades. At the 9th and 10th grade assessments, adolescents were asked whether they had initiated sexual intercourse and, if so, at what age they had first engaged in intercourse. Although the present sample was somewhat lower risk compared to national averages, survival analysis models indicated that PYD was significantly and negatively associated with the initiation hazards for tobacco use, marijuana use, and sex initiation for girls only, and with hard drug use for both genders. PYD was also positively associated with the odds of condom use across genders. Results are discussed with regard to PYD as a preventive process.

Trajectories of Positive and Negative Behaviors from Early- to Middle-Adolescence

Although the positive youth development (PYD) model initially assumed inverse links between indicators of PYD and of risk/problem behaviors, empirical work in adolescence has suggested that more complex associations exist between trajectories of the two domains of functioning. To clarify the PYD model, this study assessed intraindividual change in positive and problematic indicators across Grades 5–10, and the links between these trajectories of development, among 2,516 participants from the 4-H Study of PYD (58.1% females; 64.9% European American, 7.0% African American, 12.3% Latino/a American, 2.6% Asian American or Pacific Islander, 1.8% Native American, 3.0% multiethnic-racial, and 8.4% with inconsistent race/ethnicity across waves). Results from person-centered analyses indicated that most youth clustered in the high trajectories of positive indicators and in the low trajectories of the negative ones. Consistent with past research, overlap between trajectories of positive and negative behaviors was found. These results suggest that theory and application need to accommodate to variation in the links between positive and problematic developmental trajectories.

Self-Regulation Processes and Thriving in Childhood and Adolescence: A View of the Issues

Both organismic and intentional self-regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life-span approach to self-regulation during childhood and adolescence has not been fully formulated. The purpose of this monograph is to provide such integration; in this introduction, the editors of the monograph explain the purposes of the volume and provide a brief overview of the work of the contributing scholars.

Does Early Paternal Parenting Promote Low-Income Children’s Long-Term Cognitive Skills?:

Although scholars and policy makers herald the promotive influence of fathers’ parenting involvement, limited research has carefully delineated effects of fathers’ parenting on low-income children’s development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study (N = 261), analyses assessed whether fathers’ parenting practices during early childhood showed long-term links with low-income children’s cognitive skills through middle childhood. Results found that fathers’ warm and stimulating parenting predicted enhanced reading and math skills for children in middle childhood, whereas fathers’ restrictive discipline predicted lower reading and math skills. These links were independent of mothers’ parenting and emerged controlling for a range of child and family characteristics. Associations between fathers’ parenting and children’s cognitive skills were similar across both resident and nonresident fathers and across African American and Hispanic families.

Unpacking Links between Fathers’ Antisocial Behaviors and Children’s Behavior Problems: Direct, Indirect, and Interactive Effects

Building upon previous evidence for the intergenerational transmission of antisocial behaviors, this research assessed and compared three models seeking to explain links between fathers’ antisocial behaviors and children’s behavior problems. A representative sample of children from low-income families (N = 261) was followed from age 3 through age 9. Lagged OLS regression models assessed both short-term (1½ years) and longer-term (5½ years) prospective links between fathers’ antisocial behaviors and children’s behavior problems. Results supported a direct effects model: fathers’ antisocial behaviors predicted growth in children’s externalizing and internalizing behavior problems, with links stronger among resident-father families. Limited evidence of indirect effects emerged, with links between fathers’ antisocial behaviors and children’s behavior problems only slightly attenuated controlling for related risk factors and for parenting quality, showing limited evidence of mediation. A new interactive model was proposed and supported, with high levels of harsh discipline exacerbating negative links between fathers’ antisocial behaviors and children’s internalizing problems. Results suggest caution in policies and programs which seek to universally increase marriage or father involvement without attention to fathers’ behaviors.

Youth activity involvement and positive youth development.

Participation in high quality out-of-school-time activities constitutes a significant portion of the time that many youth spend away from their families or school settings, and current theory and research suggests that activity participation can be an influential contextual asset for promoting adaptive outcomes for youth. Therefore, the purpose of this chapter is to highlight how the relational developmental-systems-based positive youth development perspective is a useful framework for examining how and why high quality activity participation may be associated with positive developmental outcomes. As an example of research within this framework, we present findings from the 4-H Study of Positive Youth Development in order to illustrate how activity participation is an important facet of aligning individual youth strengths with resources within the environment. Finally, we discuss how to synthesize the research that exists on activity participation, and what the current research suggests for future empirical and applied steps in the field.