Contexts of Structured Youth Activities and Positive Youth Development

Heather L. Ramey · Linda Rose‐Krasnor

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Youth Development and Social Support Crime Patterns and Interventions Children's Rights and Participation

Abstract

Abstract This article provides an overview of existing theory and research on the relations between structured youth activities and positive youth development (PYD). Theories of PYD suggest bidirectional associations between contexts of structured activities and features of PYD, including making contributions, engaging in purposeful action, and demonstrating characteristics such as competence, caring, and making connections. Current research provides limited evidence that specific aspects of activity contexts, such as supportive relationships, are related to greater PYD. Even more limited is research on the possible effects of PYD on activity contexts. The article ends with directions for future research and implications for youth programs and policy.

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References

1979The Ecology of Human Development 2009Handbook of Adolescent Psychology 2009The Oxford Handbook of Positive Psychology 1978The self system in reciprocal determinism.1953The interpersonal theory of psychiatry.2002Community Programs to Promote Youth Development 2004Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs 2000Toward a psychology of positive youth development.

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2017Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement 2013Systematic Review of Positive Youth Development Programs for Adolescents With Chronic Illness 2016Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate 2013Community Developmental Assets and Positive Youth Development: The Role of Natural Mentors 2014Organized Activities During High School and Adjustment One Year Post High School: Identifying Social Mediators

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