The Five Cs Model of Positive Youth Development: A Longitudinal Analysis of Confirmatory Factor Structure and Measurement Invariance

Validation of a Chinese Positive Youth Development Scale: Dimensionality and factorial invariance

For a multi-dimensional measure of positive youth development (PYD), its factor structure should be invariant across groups and over time. This study examined the factorial validity of the 44-item short form of the "Chinese Positive Youth Development Scale" (CPYDS-SF) that assesses 15 dimensions of PYD attributes. Using two waves of longitudinal data with a one-year interval in between, this study examined the factor structure of the scale and whether the structure is invariant between gender groups and across time. The data were collected from 3,328 adolescents at Wave 1 and 3,638 adolescents at Wave 2, with a matched sample of 2,905 adolescents (mean age = 12.57 ± 0.72 at Wave 1; 49.54% girls). Confirmatory factor analysis revealed that the 15-factor structure fitted the data well. The findings of invariance tests further supported this structure's invariance across gender and time, indicating a stable factor structure of CPYDS-SF among Chinese adolescents. These findings suggest that CPYDS-SF can be used to examine gender differences and the longitudinal development of PYD qualities among Chinese adolescents.

Psychometric Properties and Measurement Invariance of the Positive Youth Development Scale - Turkish Version

In this study, we translated to Turkish and evaluated the validity, reliability, and measurement invariance for respondent sex, grade level and analysis programs the Short Form and Very Short Form of the Positive Youth Development Scale (Turkish version). We had 435 youth, aged 11-17 years, complete the Short (34 items) and Very Short (17 items) Forms of the instrument. Confirmatory factor analysis revealed that both forms had a 5-factor structure, and validity testing showed good criterion-related correlation validity between this tool and the Satisfaction with Life Scale. The Short Form had adequate reliability coefficients, but the Very Short Form lacked sufficient reliability for some dimensions. Test-retest correlations were satisfactory for both forms. While the Short and Very Short Forms showed measurement invariance across gender and grade level, CFI, NNFI (TLI), and IFI values diverged between LISREL and AMOS analysis programs. In summary, our data suggest that the Short Form is a reliable measure of positive youth development, while the Very Short Form may not be as reliable due to insufficient confidence values.

Reconceptualizing Social and Emotional Competence Assessment in School Settings

The mental health needs of youth are both significant and increasing. Recent advancements have highlighted the need to reduce psychological distress while promoting the development of important social and emotional competencies. Current social and emotional assessment tools are limited in important ways that preclude their widespread use. In the current article, these limitations are discussed. A novel social and emotional learning assessment framework guided by methodological and theoretical innovations is presented. Future research directions and opportunities are discussed.

Psychometric properties of the 10-item Connor-Davidson Resilience Scale in Chinese military personnel

Background

The 10-item Connor-Davidson Resilience Scale (CD-RISC-10) is a widely used assessment of resilience. However, psychometric properties of the Chinese version of CD-RISC-10 have not been well investigated in a Chinese military personnel sample.

Methods

A total of 3,129 Chinese military personnel completed the CD-RISC-10, Self-rating Anxiety Scale (SAS), and Self-rating Depression Scale (SDS). Among them, 528 recruits completed the CD-RISC-10, SAS, and SDS again after 3-month basic military training (BMT). Meanwhile, the commanding officers were asked to rate recruits' training performance on the training performance rating scale for recruits (TPRS). Confirmatory factor analysis (CFA) was implemented to examine the single-factor model of the CD-RISC-10, and multigroup CFA was conducted to test measurement invariance across military rank (officers vs. enlisted), gender (male vs. female), and time (before and after 3-month BMT). Internal consistency was evaluated using Cronbach's α and McDonald's ω, and test-retest reliability was tested using the intra-class correlation coefficient (ICC). The criterion-related validity of CD-RISC was evaluated using Pearson's correlation analysis between the CD-RISC-10 total score and SAS scores, SDS scores, and training performance ratings.

Results

The single-factor model of the CD-RISC-10 showed adequate fit (CFI = 0.955-0.970, TLI = 0.943-0.962, RMSEA = 0.059-0.072) in all examined subsamples (male, female, officer, and enlisted), and strict invariance was also supported across military rank, gender, and time (ΔCFI ≤ 0.001, ΔTLI ≤ 0.005, ΔRMSEA ≤ 0.006). The CD-RISC-10 showed good internal consistency in all subsamples (Cronbach's α of > 0.93 and McDonald's ω of > 0.93) and good test-retest reliability (ICC = 0.88). Moreover, concurrent and predictive validity with the SAS and SDS scores were good (r = -0.68 to -0.49, p < 0.001). The resilience level of recruits at the beginning of BMT was significantly associated with training performance rated by supervisors after training (r = 0.29, p < 0.001).

Conclusion

The psychometric evidence reported in this study suggests that the CD-RISC-10 is a reliable and valid assessment of resilience and a potential predictor for mental health and military performance in Chinese military personnel.

Educational attainment for at-risk high school students: closing the gap

The higher education gap persists in the United States for underserved, first-generation, low-income minority students. They often have little knowledge of college application and future success. This mixed-method study evaluated a Northeastern university-sponsored tutorial-mentorship 2-year program, Soar (pseudonym), for 80 metropolitan first-generation junior and senior high school students. One research question guided the study: Does Soar as a precollege program for underserved, first-generation, minority high school students help them successfully complete applications and prepare them for higher educational success? With college-oriented classes and workshops, the students submitted applications and received 205 acceptances from 96 colleges. Quantitative surveys and qualitative forums showed significant improvement in socioemotional and cognitive skill development and knowledge. Themes derived from qualitative focus groups supported the quantitative results. For juniors: Confidence, Aligning Schools and Strengths, Financial Literacy. For seniors: College Aspirations; Successfully Complete College Applications; Confidence, Self-Advocacy, Communication; Knowledge About Diversity of Schools and Critical Thinking. For mentors: Matching, Closeness, Trust; Confidence, Voice, Perseverance, Strengths, Goal Pursuit; Civic Engagement. The findings illustrate how an outreach program can result in higher education attainment and success for underserved, first-generation, minority high school students. Soar can become a model for college preparation for similar underserved students in other urban areas.

The development of the 5Cs of positive youth development in a school year: A 3-wave longitudinal study of Slovenian youth during the COVID-19 pandemic

The paper analyses the longitudinal pathways for the 5Cs of positive youth development outcomes (Competence, Confidence, Character, Caring, Connection) in a school context during the COVID-19 pandemic. The theoretical framework for the paper is provided by the Positive youth development (PYD) perspective, which focuses on the importance of the interplay between individual characteristics and contexts. In the period of adolescence, school and its characteristics are one of the most influential contexts for the promotion of positive youth development. Therefore, the paper focused on the changes in the 5Cs in one school year using the methodology of longitudinal research (latent growth modeling) with three measurement points (beginning of the school year, middle of the school year, and the end of the school year). We used a sample of Slovenian youth (N = 1241 participants; 59,5% female; Mage = 15.35, SD = 1.21) who participated in the PYD-SI-MODEL study and responded to the PYD questionnaire during the current COVID-19 pandemic. In addition, we tested whether the development of the 5Cs in a school year differed by gender, age, and school level (lower-secondary, upper-secondary). The results indicated a significant decrease in Connection, Caring, and Character from the beginning to the end of the school year and an increase in Competence and Confidence in the same period. Significant intercept-slope interactions were detected in Confidence and Connection indicating that their higher initial level is associated with a more stable trajectory throughout the school year. In addition, we found that gender and school level play a significant role in several of the pathways while age was not a significant covariate with any of the Cs. The study is the first to test 5Cs pathways in one school year, using Slovenian data. In addition to the important role of contexts on positive developmental outcomes, the study highlights the significance of 5Cs promotion in pandemic times as much as in more stable times.

Youth organizations, social mobility and health in middle age: evidence from a Scottish 1950s prospective cohort study

BACKGROUND

Informal educational programmes focused on youth development appear to improve health and well-being at time of involvement. Less is known about long-term effects. We investigate their impact on self-reported general health in mid-life using the Aberdeen Children of the 1950s (ACONF) cohort.

METHODS

We use a subset (n = 1333) of the ACONF cohort, born 1950-56, in Aberdeen Scotland, who took part in Family and Reading Surveys in 1964 and a follow-up questionnaire in 2001. We explore exposure to youth development focused clubs in childhood on self-reported general health around age 50 mediated by adult socioeconomic position. Logistic regression and mediation analysis were used to report odds ratios and natural direct and indirect effects, respectively, on multiply imputed data.

RESULTS

Being a member of the Scouts/Guides (G&S) was associated with a 53% (95% confidence interval 1.03-2.27) higher odds of 'excellent' general health in adulthood compared to children attending 'other clubs'. Indirect effects of G&S and Boys'/Girls' Brigade (B&GB) on general health acting via higher socioeconomic position show positive associations; 12% and 6% higher odds of 'excellent' general health in adulthood compared to children attending 'other clubs', respectively. Comparison of indirect with direct effects suggests 27% of this association is mediated through a higher adult socioeconomic position in adulthood.

CONCLUSIONS

These results suggest a beneficial association between attending G&S and B&GB clubs in childhood and adult general health. As these organizations are volunteer-led, this may represent a cost-effective method for improving population health.

Musical participation and positive youth development in middle school

Introduction

Music is central in the lives of adolescents. While listening is usually the most common form of engagement, many adolescents also learn music formally by participating in school-based and extracurricular programs. This study examined positive youth development (PYD), school connectedness (SC), and hopeful future expectations (HFE) in middle school students (N = 120) with four levels of musical participation in school-based and extracurricular music programs. Levels of participation were based on students' engagement in different music programs, including the Virtual Middle School Music Enrichment (VMSME), a tuition-free, extracurricular program that focuses on popular music education and virtual learning. We also investigated student listening preferences, musical tuition, and daily instrumental practicing.

Method

Study participants completed an anonymous, online survey that contained five self-report measures including the very-brief form of the PYD questionnaire, a scale of school connectedness, and a scale of HFE.

Results

Findings revealed significant differences in PYD scores by grade and gender, and associations between levels of musical participation and competence, a PYD component. Liking music and participation in extracurricular activities predicted scores on SC, and starting formal music education before age 8 predicted scores in HFE. We also found VMSME students to stem from neighborhoods with lower HDI than students in the other study groups, which points to issues of access to formal music education.

Discussion

Findings are discussed in light of earlier research on PYD, extracurricular activities in adolescence, the ubiquity and functions of music in adolescence, and deficit thinking in education.

Defining and Measuring Child and Youth Thriving: A Scoping Review

BACKGROUND AND OBJECTIVES

Promoting positive child and youth health and development requires clear definitions and comprehensive measures of child and youth thriving. The study's objectives were to identify the scope, range, and gaps in definitions and measures of thriving for children or youth (birth through young adult).

METHODS

Systematic searches of Pubmed, PsycInfo, Health and Psychosocial Instruments, Education Resources Information Center, and Scopus were conducted for articles that included definitions, conceptual frameworks, or measures of child and youth thriving. Inclusion criteria were that the articles: (1) provided a new definition or measure of child thriving, flourishing, or well-being; (2) focused on normally developing children 0 to 24 years old; and (3) were published between 2009 and 2022 in an English language peer-reviewed journal. Studies were categorized by child age, study type, population, and community-identified domains of thriving.

RESULTS

Of the 14 920 articles identified, 113 met inclusion criteria: 34 unique definitions or frameworks, 66 validated measures, and 12 articles presenting both a framework and measure. One-third of the articles focused on early childhood (0-5 years old); 47% on middle childhood (6-11 years old); 72% on adolescence (12-17 years old), and 22% on young adults (18-24 years old).

CONCLUSIONS

Current child thriving definitions, frameworks, and measures could be expanded in their coverage of age and key domains, such as racial equity and safety. Additional frameworks and measures focused on early childhood (0-5 years) and assessing thriving over time are needed.

Developmental assets and positive youth development in Brazilian university students

The Positive Youth Development (PYD) describes an intersection between young people and their context, emphasizing characteristics of a healthy development. The PYD’s 5Cs occur when there is an alignment between healthy individual characteristics and contextual resources. This study investigated the PYD’s 5Cs associations with the perception of social connections (family, community, academic), mental health, and stressful events. The sample was composed of 495 Brazilian College students aged between 18 and 33 years, who answered a survey with 59 questions about reflexive, constructive, and healthy behaviors. Descriptive, correlational, and regression analysis through structural equation modeling were conducted. The results focused on the role of family, community and educational institution in the PYD promotion. These results highlight the relevant contributions of social support in the construction of protective strategies of coping with stressful events and in the promotion of health behaviors and well-being, particularly in the university context.

Measuring Positive Development among College Students in the United States: Investigating Cross-Sectional and Longitudinal Measurement Invariance across Different Racial Groups

Measures that are applicable to assess the positive youth development (PYD) of racially diverse college students are needed. The present study tested if a revised version of the very short form of the PYD measure (PYD-VSF) was applicable to college students from five racial groups in the U. S. (White, Black, Latinx, Asian, and other) across three measurement occasions. Participants were 5,735 college students who completed the PYD-VSF at least once across the three waves of a longitudinal study. Confirmatory factor analyses (CFA) indicated that a first-order Five Cs structure, a higher-order structure, and a bifactor structure all provided good fit to the data. Multi-group CFA across racial groups found that the first-order structure fit the data better than the higher-order and the bifactor models, and it showed configural-, factor loading-, intercept-, and residual-invariance. Longitudinal CFA models of the first-order structure supported configural-, factor loading-, intercept-, and residual-invariance. The revised PYD-VSF measure has shown the potential to assess PYD among college students of diverse racial-ethnic backgrounds.

Preliminary development of a multidimensional positive youth development scale for young rural and urban adolescents in China

This study examined the dimensionality, reliability, and validity of a Chinese version of the 5-C Model of positive youth development (PYD), originally developed in the U.S., with a sample of rural and urban young adolescents in China. The Cs represent five youth strengths: competence, confidence, character, caring, and connection. The results of the exploratory factor analyses showed a reasonable data fit with the 5-C Model. The total and subscale scores evinced good internal reliability (α = .7 to .9) and the confirmatory factor analyses confirmed the convergence of the five Cs on a second-order latent factor of PYD, showing adequate goodness of fit (CFI = 0.94; TLI = 0.93; RMSEA = 0.04). Metric and scalar invariance were found across gender. Metric and partial scalar invariance were found for rural-urban groups. Supportive evidence on convergent and discriminatory validity was also found. We conclude that the Chinese version of the 5-C PYD Scale is a reliable and valid instrument, with good construct validity for Chinese young adolescents.

Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.

Long-term effects of a community-based positive youth development program for Black youth: health, education, and financial well-being in adulthood

Background

Childhood poverty is known to be associated with poor health. For youth living in extreme poverty, community-based programs focused on youth development are one strategy to improve health and well-being outcomes. However, very few evaluations of the long-term effectiveness of youth development programs have been conducted.

The aim of this study was to assess the long-term effectiveness of a positive youth development program (PYD), serving a segregated housing project with a history of community violence, to improve the health, education, and financial well-being of its alumni.

Methods

A quasi-experimental causal comparative study design was used to study the effectiveness of the Cabrini-Green Youth Program (CGYP). CGYP alumni (mean: 16.8 +/- 7.4 years after program participation) were surveyed. For comparison, participants from the same housing project who were eligible to participate in the CGYP but did not, were identified.

Results

In total, 246/417 (59%) eligible alumni were located. 221 alumni were available to be interviewed; 191/221 (86%) completed the interview survey along with 143 in the comparison group. Both groups self-identified as being Black, African American, and of Other race. Alumni were younger (34.6 vs. 38.1 years, p < .001), less likely to be female (62% vs. 74%, p =.03), and more likely to have been abused as a child (26% vs. 11%, p = .001). The majority in both groups reported to be in good to excellent health (83% of alumni vs. 74% of comparison group). After adjusting for comparison group differences, alumni were more likely to have completed college, 24% vs. 12% (adjusted odds ratio (aOR) 2.47, 95% CI, 1.25–4.86), and to end up with some money at the end of the month, 35% vs. 19% (aOR 2.16, 95% CI, 1.17, 3.97).

Conclusions

Participation in a PYD program starting at a young age may be associated with reduced poverty in adulthood, possibly aided by higher educational attainment and resultant increased income. PYD may be an effective strategy to supplement evidenced-based poverty reducing policies. This study of a voluntary, community-based PYD program is unique in its up to 33-year follow-up and an outcome assessment that measures more than knowledge change.

Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out-of-school context.

The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence

Strength-based programs that incorporate technology have gained increasing popularity as an approach to improve outcomes for individuals with autism spectrum disorder (ASD). Despite this, the core elements of strength-based technology programs remain poorly described. This study aimed to identify the core elements of strength-based technology programs for youth with ASD through a systematic review of the literature. Electronic databases were searched for qualitative studies delivering strength-based technology-driven interventions to youth on the spectrum. Ten of the 874 studies identified met the criteria. Qualitative analysis revealed three core elements of strength-based technology programs for this population: mutual respect, demonstrating skills, and interests. The findings underpin the design of future strength-based technology programs for youth with ASD.

Using photovoice to understand and amplify youth voices to prevent sexual and relationship violence

AIMS

Efforts to improve prevention of sexual and relationship violence (SRV) among adolescents call for more centering of youth voices, experiences, and skills to design prevention programs that incorporate youth engagement rather than those that are designed by adults for youth. Amplifying the voices of historically marginalized youth are especially needed. Photovoice (PV) is a participatory action method that can empower youth and generate prevention knowledge.

METHODS

The current project used PV to engage youth in late middle and early high school to discuss how they could work to prevent SRV in their community. A convenience sample of nine youth (predominately Native American) participated over seven sessions.

RESULTS

A key theme they generated is that SRV prevention needs to be viewed as relational. Participants described the complexity of prevention, including how youth need social support to thrive and prevent SRV and that asking for help can be challenging. Results also highlighted that youth can provide help and support, but it is not always welcome in addition to underscoring that youth are resilient and can be prevention leaders.

CONCLUSION

Innovations in SRV prevention, especially for older adolescents, should work to engage youth as prevention partners. Participatory research methods like photovoice can be an important part of that process.

Physical Education and Its Importance to Physical Activity, Vegetable Consumption and Thriving in High School Students in Norway

Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). Research assessing associations with resilience and thriving indicators, such as the 5Cs of Positive Youth Development (PYD; competence, confidence, character, caring, and connection) is limited and more so in the Norwegian context. The aim of the present study was to investigate associations between PE grade (reflecting students’ effort in theoretical and practical aspects of the subject) and the 5Cs as well as healthy behaviors (physical activity (PA), fruit and vegetable consumption), using cross-sectional data collected from 220 high school students in Norway (M_age = 17.30 years old, SD = 1.12; 52% males). Results from structural equation modelling indicated positive associations between PE grade and four of the 5Cs (competence, confidence, caring, and connection; standardized coefficient: 0.22–0.60, p < 0.05) while in logistic regressions, a unit increase in PE grade was associated with higher likelihood of engaging in PA and vegetable consumption (OR = 1.94; 95% CI = 1.18–3.18 and OR = 1.68; 95% CI = 1.08–2.63, respectively). These significant findings suggest the need for policies and programs that can support effective planning and implementation of PE curriculum. However, further research is needed to probe into the role of PE on youth health and development with representative samples and longitudinal designs.

Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits

In recent years, there has been a growing interest in social and emotional skills (SES) both in the scientific literature and in social practice. The paper presents an overview of the ways of understanding what SES are and the catalogs thereof. There are some attempts in the literature to organize these catalogs within the Big Five traits that for a long time was claimed to be the most sound model of basic orthogonal dimensions of personality. However, further research on personality structure revealed that two metatraits can be found above the Big Five traits. These two metatraits form the basis of the Two Factor Model of personality, which was later developed into the Circumplex of Personality Metatraits. It turned out that in certain aspects models based on metatraits have a greater theoretical potential than those based on the Big Five traits. The paper presents a proposal for describing SES from the perspective of the Circumplex of Personality Metatraits rather than the Big Five. In this framework, we distinguish the concept of personality competences that underlie and organize many specific SES and identify the core personality competencies on the basis of the Circumplex of Personality Metatraits model.

Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.

Stressful Experiences, Connection, and Depressive Symptoms Among Taiwanese Han and Indigenous Youth

This study examined Taiwanese Han and indigenous (Tayal) youth’s experiences of stressful life events, the association between stressful experiences and depressive symptomology, and also the indirect and interactive effects of connection on the relationship between stressful experiences and depressive symptomology. Taiwanese Han (97%) is the majority group, whereas indigenous people make up 2.3% of Taiwan’s population. Taiwanese indigenous people have experienced disparities across socio-historical, educational, and economic aspects of their lives. This study included 291 eighth-grade participants (40% from the Tayal tribe, 48.8% female, and M_age = 13.44). The Han sample in this study all lived in cities, and the Tayal sample all lived in the tribal areas of the Northern Taiwan mountain regions. Person-centered (latent class analyses) and cumulative (sum of items) approaches were used to investigate family and school stressful events, respectively. Hierarchical regression analyses were conducted separately for the Han and Tayal participants to examine the role of family and school connection in relation to family and school stressors and depressive symptomology. Our results showed that stressful experiences are clearly linked to depressive symptomology and family connection was important to both Tayal and Han youth in supporting their coping with depressive symptoms. However, Tayal youth might be particularly vulnerable to family stressful events because family stressors disrupted their connection with their parents and thereby minimized the protective function of family relationships. To decrease the likely onset of depression during early adolescence, our results suggest that it is important for parents and other family members to monitor adolescents’ daily experiences of stress and provide support when needed. Furthermore, mental health interventions need to be tailored specifically for youth in specific racial, social, and economic contexts. Tayal youth mental health might benefit particularly from increasing school connection and decreasing stresses experienced in family contexts. Implications, limitations, and recommendations for future research are discussed.

Adolescent developmental assets and longitudinal weight status and psychosocial health outcomes: Exploratory analysis from a youth cohort study in Taiwan

BACKGROUNDS

Asset-based youth development has been proposed to be associated with health behaviors and psychological well-being in adolescents. This study aims to extend the current knowledge regarding the effects of positive youth development on weight status and psychosocial health outcomes in young adulthood using a large representative longitudinal sample.

METHODS

Data were retrieved from the Taiwan Youth Project that comprised a longitudinal cohort of adolescents (N = 2688) surveyed at grades 7, 8, 9, and 12, and at age 22. Principal component analysis was used to construct developmental asset scores based on 35 items selected from the relevant questions at wave 1. Outcomes were standardized scores of body mass index, self-rated healthiness and happiness, depressive symptomology and deviant behaviors in the subsequent waves. Generalized estimating equation analysis was applied to assess the impact of developmental assets on these repeatedly measured outcome variables.

RESULTS

As compared to those with the highest quintile level of developmental assets, individuals with the lowest quintile level were more likely to rate themselves unhealthy (β = 0.33 [95% confidence interval 0.26, 0.40]) and unhappy (β = 0.47 [0.41, 0.54]) and report more depressive symptomatology (β = 4.18 [3.35, 5.01]) and deviant behaviors (β = 0.63 [0.44, 0.81]). No association was found between body mass index and developmental asset scores.

CONCLUSION

The results concluded a longitudinal association between adolescent developmental assets and psychological and behavioral health outcomes. Further research may be required to investigate whether positive youth development could be translated into long-term benefits in adult physical conditions, such as obesity.

Global Overview of Youth Development: Comparison of the 5 Cs and Developmental Assets Across Six Countries

Positive Youth Development (PYD) frameworks which describe young people's strengths and their relation to thriving and risk outcomes have gained significance among developmental researchers globally. As these models are being increasingly adopted, concerns remain about their generalizability outside of North America. It has been observed that the distribution and salience of assets differ for young people based on their cultural context. To better understand these varying developmental patterns, this paper studies the distribution of developmental assets and 5 Cs (Competence, Confidence, Character, Caring, and Connection) in youth from various countries and contrasting backgrounds. The total sample consisted of 4,175 students (62.5% females) with age ranging from 15 to 25 years (M = 18.95, SD = 2.49). 981 students were from Ghana (52.5% females), 900 students from Kosovo (66.7% females), 425 students from Norway (73.5% females), 247 students from Portugal (42.1% females), 648 students from Slovenia (63.4% females,), and 974 students from Turkey (68.7% females). Before comparisons of the countries, partial scalar invariance was confirmed. Analyses revealed that all countries differed in at least some internal or external developmental assets and at least in one of the 5 Cs. When considering internal assets, participants from Ghana seemed to have higher levels of internal assets together with participants from Norway who have the highest commitment to learning. Slovenian youth reported the highest levels of external assets of support and empowerment. Regarding the 5 Cs, Ghanaian youth reported having the highest confidence and character, and youth from Ghana, Kosovo, and Turkey are more caring and connected to others. The results uncovered unique patterns of PYD for each included country which are discussed through the lens of its political and social context. Through this focus on cross-national PYD patterns, this study advanced knowledge about the experiences of youth from a wide range of backgrounds and put forth suggestions for better policy measures and more culturally relevant interventions for optimal development of youth embedded in different cultures and countries.

Positive Youth Development and Wellbeing: Gender Differences

The five C’s of positive youth development (PYD) (competence, confidence, character, caring, and connection) have been associated with adaptive development among young people. Gender differences in young people’s wellbeing and mental health have been studied and analyzed, but the investigation into their association with the five C’s is still in its infancy. In the present study, we analyzed the influence of the five C’s on the wellbeing, more specifically, anxiety, social alienation, general wellbeing, physical symptoms, and psychological symptoms, of Portuguese adolescents, by gender. Participants were 5^th–12th grade students attending public schools in Lisbon, Portugal. The questionnaire was administered to 384 adolescents. The results indicated important gender differences in young people’s wellbeing. The results revealed some differences between genders that should be considered in interventions that aim to promote the wellbeing of adolescents. On the other hand, confidence was positively associated with mental health and wellbeing for both boys and girls, skill should be promoted among young people, because it was competence that revealed the greatest association with wellbeing, among the variables analyzed.

Predicting Contribution in High Achieving Black and Latinx Youth: The Role of Critical Reflection, Hope, and Mentoring

Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed.

Nature as an Ecological Asset for Positive Youth Development: Empirical Evidence From Rural Communities

Despite increasing emphasis on youth contact with nature and associated benefits, research has not examined the direct relationship between adolescents' nature-based experiences and holistic measures of positive youth development (PYD). This gap may stem from the lack of interdisciplinary work on nature and PYD. Our study integrates multiple disciplinary perspectives to explore direct associations between time in nature, connection to nature, and the five Cs of PYD (competence, connection, confidence, character, and caring) as well as the "sixth" C of contribution. From 2015 to 2016, we collected data from 587 diverse South Carolina middle school students (57% female, 40% BIPOC) between the ages of 11 and 14 (M age = 12.9) and living in predominantly low-income communities. OLS regression analyses indicated that across all youth, self-reported connection to nature was a consistent positive correlate of overall PYD and each of the individual Cs. Time in nature was associated with overall PYD and competence. Findings demonstrate significant associations between nature-based experiences and PYD and underscore the importance of ensuring that diverse youth can access and enjoy the developmental benefits of nature and nature-based recreation opportunities.

The Association Between the 5Cs and Anxiety-Insights From Three Countries: Portugal, Slovenia, and Spain

Several of the most frequent psychological difficulties in childhood and adolescence are related to anxiety and lead to numerous short- and long-term negative outcomes in emotional, social, and academic domains. Empirical evidence consistently shows that the 5Cs (competence, caring, confidence, connection, and character) of Positive Youth Development (PYD) are positively related to adolescents’ contribution to self, family, and society as well as negatively related to risky behaviors and emotional difficulties, such as anxiety. Thus, the PYD can be one of the models that informs prevention programs. To provide contextualized, data-driven support for prevention efforts, we have analyzed the predictive value of the 5Cs for anxiety and anxiety dimensions using three different convenience youth samples from Portugal (N = 384, 46.6% female), Slovenia (N = 449, 69% females), and Spain (N = 768; 60.5% females). To assess the 5Cs, we used the same short form of the PYD scale in all samples (Geldhof et al., 2013) and different anxiety measures across samples: the Multidimensional Anxiety Scale for Children (MASC) in Portugal, the Lestvica anksioznosti za otroke in mladostnike anxiety scale (LAOM) in Slovenia and the Generalized Anxiety Disorder-7 (GAD-7) in Spain. The findings show significant associations of PYD and anxiety across all three contexts with all three different anxiety measures used. The associations vary across countries emphasizing the need to further research the role of contexts in anxiety prevention. Despite variations the results do indicate that connection is negatively associated with anxiety in all three contexts using the three anxiety measures, while confidence is a negative predictor and caring is a positive predictor of anxiety in Slovenia and Spain. Implications for practice within an educational framework for adolescents and youth are discussed, together with public policy recommendations.

Applying a Multidimensional Item Response Theory Approach in Validating the Dimensionality of the Positive Youth Development Scale

Positive youth development has gained a lot of attention recently since it acts as a protective factor for several risk behaviors and other important life outcomes in adolescents and young adults. The main objective of this study was to explore the factorial structure of the Positive Youth Development Scale (PYDS) using multidimensional item response theory (MIRT). Three different models were examined: a unidimensional model, a multidimensional model with six distinct dimensions, and a multidimensional bifactor model, where each item was restricted to load simultaneously on a global positive development factor as well as a domain-specific one. Results indicated that the bifactor model provided superior model fit compared to the competing models, including a testlet and purified models. The study concludes with the advantages of MIRT models in dimensionality assessment and provides some suggestions for the improvement of the PYDS’ item characteristics.

A Mixed-Methods Examination of the Unique Associations of Gender-Sexuality Alliance Involvement and Family Support on Bravery in Sexual and Gender Minority Youth

Research among sexual and gender minority (SGM) youth has suggested associations between Gender-Sexuality Alliance (GSA) involvement and better health. Emergent research has similarly demonstrated associations between family support and general well-being among SGM youth. However, the trait of bravery has received little attention in this literature, despite its relevance for youth in marginalized positions. We examined the association between level of GSA involvement, family support, and bravery among GSA members (n = 295; M age = 16.07), and whether those associations differed based on sexual orientation or gender identity. We then conducted one-on-one interviews with SGM youth (n = 10), to understand how they understood bravery and experienced support in both GSA and family contexts. Greater GSA involvement significantly predicted greater bravery for all youth, whereas greater family support predicted greater bravery only for heterosexual youth. No significant moderation was found for gender minority youth. Our qualitative findings clarified how SGM youth conceptualized bravery and how they experienced it within their GSA and family settings. GSAs were associated with more frequent displays of explicit support for SGM identity, while families were perceived as providing less explicit support.

Contribution to Family, Friends, School, and Community Is Associated With Fewer Depression Symptoms in Adolescents - Mediated by Self-Regulation and Academic Performance

The tendency to get involved in helping one’s family, friends, school, and community has many potential benefits such as greater compassion, concern for others, and social responsibility. Research interest in the benefits of contribution in adolescents has increased recently, but there are not many studies examining the effect of contribution on adolescents’ mental health. The present study focused on whether the contribution is associated with fewer self-rated depression symptoms in adolescents. We further tested whether self-regulation and academic performance can have a mediating role in this association. A total of 423 secondary school students (233 female) from eastern Croatia participated in the study. Mean age was 16.78 (SD = 1.21). Students completed measures of self-regulation, depression symptoms, and contribution (helping one’s family, friends, or neighbors, mentoring peers, volunteering in one’s community, and participating in school organizations or boards), and gave information about age, gender, and academic performance. A hierarchical regression analysis revealed that contribution, self-regulation, and academic performance were related with lower levels of self-rated depression symptoms. Furthermore, mediation analysis indicated a significant indirect effect through two mediators, self-regulation and academic performance, which was stronger than a path containing only self-regulation. Academic performance alone was not a significant mediator. Our findings suggest that contribution could protect against depression by promoting self-regulation, leading to higher academic performance, and consequently fewer depression symptoms.

"We Can See a Bright Future": Parents' Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder

Autistic individuals often possess strengths and abilities. Despite these strengths, employment outcomes for this population remain low. Strengths-based programs, focusing on developing skills in a supportive environment, may enable autistic adolescents to more effectively prepare for the workforce. This study explores the principal components and associated outcomes of a strengths-based program designed to support autistic children and adolescents to develop interests and skills in Science, Technology, Engineering, Arts, and Mathematics. The baseline results of 52 parents of autistic youth participating in a 3-year longitudinal survey study were explored, with results showing that according to parents the program positively impacted participants' sense of belonging, confidence and self-esteem, health and well-being, social relationships and interactions, and activities and participation.

The Relationship between Positive Youth Development and Depressive Symptoms among Chinese Early Adolescents: A Three-Year Cross-Lagged Analysis

Based on the development assets theory and the scar model, the present study examined the relationship between positive youth development (PYD) and depressive symptoms among Chinese early adolescents using a three-year longitudinal study design. Data from three waves were collected from 1301 students (Mean age = 12.46, SD = 0.63 years and 51.2% boys at wave 1) across the junior high school period (Grades 7-9). All participants completed a questionnaire that included the Center for Epidemiologic Studies Depression Scale (CES-D) and the Chinese Positive Youth Development Scale (CPYD) once a year over three years. After controlling for age and gender, this study found that PYD significantly predicted subsequent depressive symptoms. However, depressive symptoms did not significantly predict subsequent PYD. The results indicated a unidirectional relationship between PYD and depressive symptoms, where a reduction in PYD may increase subsequent depressive symptoms, though not vice versa. Besides, the negative cross-sectional correlation between PYD and depressive symptoms remains significant and stable from first year (T1) to third year (T3). These findings suggest that promoting PYD may be a promising approach to preventing/reducing adolescent depressive symptoms.

Depressive Symptoms among Junior High School Students in Southern China: Prevalence, Changes, and Psychosocial Correlates

BACKGROUND

Depression is one of the most common mental health problems in adolescents. A careful assessment of the prevalence and risk of depressive symptoms, as well as those factors that protect against it, is essential for prevention and intervention programs.

METHOD

Using two waves of data from Grade 7 to Grade 9 (N = 1,544 students in Wave 1), this study examined the prevalence and changes of depressive symptoms and their related psychosocial correlates (personal and familial factors, including family functioning and positive youth development [PYD] constructs) among junior high school students in Southern China.

RESULTS

The results showed that while depressive symptoms generally declined throughout the secondary junior school years, symptoms of major depression remained stable. Concurrently, academic achievement, family functioning, and PYD constructs regarding cognitive behavioral competence (CBC), positive identity (PIT), and general PYD qualities (GPYDQ) negatively predicted depressive symptoms in Wave 1. Longitudinally, being female, having poor academic achievement and family functioning, and having a low PIT in Wave 1 significantly predicted depressive symptoms in Wave 2.

LIMITATIONS

This study used the self-reporting approach, did not track a long-term developmental trajectories of adolescent depressive symptoms, and did not cover all potential predictors.

CONCLUSIONS

The findings suggest that being female and having poor academic achievement are risk factors, while positive family functioning and PYD constructs protect against the development of adolescent depression.

Exploring the associations between middle adolescent romantic activity and positive youth development

INTRODUCTION

Although prior research has demonstrated romantic involvement can negatively impact adolescent well-being, it may also provide a context for developing characteristics of positive youth development (PYD). The present study explored the associations between adolescent romantic involvement and PYD. Study aim-1 determined if participation in different romantic activities was associated with PYD. Study aim-2 specifically focused on adolescents in romantic relationships, testing if relationship quality was associated with PYD.

METHODS

The study was a secondary analysis of cross-sectional data from the age-15 assessment of the NICHD Study of Early Child Care and Youth Development. Study aim-1 used data from 826 15-year-olds (50% female) who reported their romantic socializing, dating, and relationship involvement. Study aim-2 used data from 190 15-year-olds (52% female) in romantic relationships who reported positive and negative interactions in their relationships. For both study aims, PYD was assessed as psychosocial maturity, peer competence, and school bonding.

RESULTS

Based on hierarchical regression models, romantic socializing was positively associated with psychosocial maturity, peer competence, and school bonding; dating was positively associated with peer competence and school bonding; and relationship involvement was negatively associated with psychosocial maturity and school bonding. In terms of relationship quality, only one significant association emerged such that positive interactions were positively associated with peer competence.

CONCLUSIONS

Overall, results supported the expectation that romantic involvement is associated with PYD during middle adolescence. However, the potential benefits of romantic involvement may be limited to the on-time romantic activities of romantic socializing and dating.

Long-Term Self-Regulation Moderates the Role of Internal Resources for Resilience in Positive Youth Development in Portugal

Positive Youth Development (PYD) presents a strength-based conception of transition to adulthood that has been well-supported by literature to date. However, research is needed to integrate the pathways to PYD and the possible moderators. This study aimed to analyze the relationships between internal resources for resilience and PYD and to examine the moderating role of short-term and long-term self-regulation by gender. To reach this overall aim, a cross-sectional study was performed with a national sample of 2700 youths (73.3% girls; M_age = 21.3, SD = 2.79) from Portugal, who completed self-report measures. Regression-based moderation models were developed. Results indicated that greater presence of internal resources for resilience was related to higher PYD. Long-term self-regulation and gender moderated this relationship, such that a greater effect was observed in men with high levels of long-term self-regulation. These results highlight the need to integrate prevention and promotion paradigms to foster healthy development in youth, as well as the importance of taking self-regulation skills and gender into account in program design.

Can helping others strengthen teens? Character strengths as mediators between prosocial behavior and adolescents' internalizing symptoms

INTRODUCTION

Identifying protective factors against internalizing behaviors during adolescence is a public health priority, as rates of depression and anxiety are rising. As such, the purpose of this study was to examine whether prosocial engagement toward strangers and family members is protective against depressive and anxiety symptoms, and whether this link is mediated by character strengths (i.e., hope, persistence, gratitude, and self-esteem).

METHOD

The sample consisted of 500 US adolescents (52% female; 66% European American; 33% from single-parent families). Data across three consecutive yearly waves were utilized in the current study (M_age Time 1 = 13.32).

RESULTS

Results of a longitudinal structural equation model revealed prosocial behavior toward strangers and family members were differentially related to character strengths, and that prosocial behavior toward strangers was indirectly associated with depressive symptoms via self-esteem.

CONCLUSION

Taken together, findings extend the Developmental Cascades model and suggest that prosocial behavior and character strengths protect against depressive symptoms during the adolescent period. Findings are discussed in the context of relevant research and theory, and implications for future research and intervention programs are presented.

The role of resilience in healthcare transitions among adolescent kidney transplant recipients

PURPOSE

AYAs with KTs experience high rates of premature allograft loss during the HCT. There is a critical need to identify protective factors associated with stable HCT. Resilience-the ability to adapt and thrive in the setting of adversity-has known positive impact on health outcomes. This study explored the novel role of resilience constructs as protective factors in securing stable HCT among AYA with KT.

METHODS

We conducted semi-structured interviews of adolescents and young adults who transitioned from a single pediatric transplant center to multiple adult nephrology centers between 2010 and 2017. Interviews explored the role of key resilience constructs in participants' lives around the time of HCT. Participants were stratified into stable or unstable HCT groups based on biological markers of allograft function and clinical data from chart review. Content analyses of interview transcripts were reviewed and compared among HCT groups.

RESULTS

Thirty-two participants enrolled (17 stable; 15 unstable). Key resilience constructs more salient in the stable versus unstable HCT group were confidence in and connection to one's healthcare team. Reports of healthcare self-management competencies were similar across both HCT groups.

CONCLUSIONS

Confidence in and connection to one's healthcare team appear to be linked with a stable HCT among AYA with KT. This suggests that interdependence, the ability to foster connections with and elicit support from healthcare providers, as opposed to complete independence or autonomy, which is often advised in the HCT process, is a critical component of resilience linked to stable HCT.