lerner 2013 positive psychology conference

June 29, 2013 1 World Congress of Positive Psychology

Richard M. Lerner

Richard M. Lerner and Colleagues

Institute for Applied Research in Youth Development

Tufts University


Richard M. Lerner

1. What is positive development?

2. What are the key ideas associated with the PYD perspective?

3. Why is it important to study the links between PYD, the ecology of human development, and youth contributions to their communities and to civil society?

4. What does research tell us about

these links?

5. What are the implications of research for practice and policy?

THE KEY QUESTIONS ABOUT THE POSITIVE

YOUTH DEVELOPMENT (PYD) PERSPECTIVE


Richard M. Lerner

G. Stanley Hall (1904), of Clark University, founded the study of adolescence.

Hall defined adolescence as a period of universal and inevitable, biologically-based storm and stress.

Therefore, according to Hall, Anna Freud, and Erik Erikson, adolescence was a period of crisis and disturbance.

These ideas resulted in the view that adolescents were "broken" or in danger of becoming "broken."

For almost all of the 20th century most research about adolescence was based on this deficit conception of young people.

What We THOUGHT

We Knew About Adolescence


Richard M. Lerner

As early as the 1960s, research began to show

that the deficit model was not in fact true:

There are problems that occur during adolescence. BUT there are problems that occur in infancy, childhood, and adulthood as well.

All age periods have challenges, and the fact that there are life problems in the teenage years does not in and of itself make it a special period.

The adolescent years may have some age-typical problems, but so too do all other age periods.

Adolescents who have an especially stormy decade also tend to have had a problematic childhood as well.

The stereotypes of adolescent problems evaporate in the light of actual research.

What Research TELLS Us About the

Presumed Deficits of Youth


Richard M. Lerner

Most young people do NOT have a stormy adolescent period.

Although adolescents spend increasingly more time with peers than with parents, most adolescents still value their relationships with parents enormously.

Most adolescents have core values (e.g., about the importance of education in ones life, about social justice, and about spirituality) that are consistent with those of their parents.

Most adolescents select friends who share these core values.

Research Contradicts the Stereotypes

of the Teenage Years


Richard M. Lerner

Throughout much of the 1990s

most research continued to use Halls deficit model to study adolescence.

Literally hundreds of millions of dollars continue to be spent each year in the United States to reduce the problems caused by the alleged deficits of adolescents.

These problems include Alcohol use and abuse Unsafe sex and teenage pregnancy School failure and drop out Crime and delinquency Depression and self-harming behaviors.

But the Deficit Models Do Not Die.

They dont even seem to fade away


Richard M. Lerner

In the 1990s a new vision of the teen years emerged from biology and developmental science.

This is the Positive Youth Development (PYD) perspective.

The Birth of a New Phase in the

Scientific Study of Adolescence


Richard M. Lerner

A VERY BRIEF

HISTORY OF THE

PYD PERSPECTIVE


Richard M. Lerner

1989/1990: Rick Little, Founding President of the

International Youth Foundation

Introduces the concept of PYD

Defines PYD as composed of 4 Cs: Competence, Confidence, Connection, and Character

1995: Conference in Aspen, CO

organized by Peter Benson: The

C of Caring is added There are now 5 Cs!

1996: SRA (Boston): Rick Little suggests that when the

5 Cs develop, a 6th C, Contribution, emerges in youth

RICK LITTLE (1989/1990, 1996)


Richard M. Lerner

The concept of PYD has been understood in at least three interrelated but nevertheless different ways:

As a developmental process;

As a philosophy or approach to

youth programming; and

As instances of youth programs and organizations focused on fostering the healthy or positive development of youth

STEPHEN HAMILTON (1999)


Richard M. Lerner

APPROACHES TO

PYD AS A

DEVELOPMENTAL

PROCESS


Richard M. Lerner

Developmental science involves the description,

explanation, and optimization of intraindividual

change and of interindividual differences in

intraindividual change across the life span:

Today, the cutting-edge of theory in developmental science

involves the use of relational developmental systems models

(RDSMs)

These models constitute the frame for all current models of

Positive Youth Development (PYD)

THE FOCUS OF DEVELOPMENTAL

SCIENCE


Richard M. Lerner

RELATIONAL DEVELOPMENTAL

SYSTEMS THEORIES

The integration of levels of organization, from biology/physiology through culture, the physical ecology, and history

Developmental regulation across life involves mutually influential individual context relations

Integrated actions, individual context relations, are the basic

unit of analysis within human development

Temporality and relative plasticity in human development

Optimism, the application of developmental science, and the promotion of positive human development: The potential for furthering social justice


Richard M. Lerner

1. Because of the potential to change,

all youth have strengths.

2. All contexts have strengths as well.

These strengths are resources that

may be used to promote positive

youth development.

3. These resources are termed

developmental assets. They are the social nutrients needed for healthy development.

The PYD Perspective:

Six Core Concepts


Richard M. Lerner

4. These assets are found in families,

schools, faith institutions, youth serving

organizations, and the community more

generally.

5. If the strengths of youth are combined

with ecological developmental assets,

then positive, healthy development may

occur.

6. We should be optimistic that it is in our

power to promote positive development

among ALL youth and to create more

asset-rich settings supporting such

development among ALL youth.

The PYD Perspective:

Six Core Concepts


Richard M. Lerner

WILLIAM DAMON and the

Study of Purpose

Indicator of PYD and thriving is engagement in common welfare and

community contributions

Criteria of purpose as ultimate concern

A youth has all elements of the definition:

Something to accomplish; beyond the self rationale; plans for future action;

meaningfulness to self; incorporation into ones identity

Organizes the persons decisions and activities

Visible activities related to the concern


Richard M. Lerner

PETER BENSON and the

Study of Developmental Assets

Search Institute

Individual developmental assets

Commitment to learning

Positive values

Social competencies

Positive identity

Align with ecological assets:

Support

Empowerment

Boundaries and expectations

Constructive use of time


Richard M. Lerner

Expectancy-value model of

achievement-related choices:

Activity choice, persistence, and

performance are related to expectations

for success and value for the activity

Expectations and value also influence

other personal and contextual factors

linked together within the developmental

system

JACQUELYNNE ECCLES and the

Study of Stage-Environment Fit and

Motivation


Richard M. Lerner

Initiative is a key component of PYD,

and can be developed through:

Out-of-School-Time (OST) activity contexts in

which youth can act as producers of their own

positive development, and

Personal connections with adults and peers

within these OST programs

Emphasis on approaches to

community-based programs that

promote PYD

REED LARSON and the Study of

Motivation, Active Engagement, and

Real-Life Changes


Richard M. Lerner

MARGARET BEALE SPENCER

and the PVEST Model

Phenomenological Variant of Ecological Systems Theory (PVEST)

Accounts for structural factors, cultural influences, individual experiences,

individual perceptions

Focuses on self evaluation of minority American youth based on stereotypes

and biases of others and subsequent

coping

Considers structural inequalities in PYD


Richard M. Lerner

STEPHEN AND MARY AGNES

HAMILTON:

Positive Adolescent-to-Adult Transitions

Positive adolescent to adult transitions: school to work transition

Adolescents must consider two key facets of education and career:

Transparency, seeing through intricacies of stated and unstated rules of the education

system and labor market

Permeability, amount of effort needed to move from one career plan to another


Richard M. Lerner

RICHARD F. CATALANO and

J. DAVID HAWKINS and the study of the

role of programs that promote PYD outcomes in youth

Bonding

Resilience

Social competence

Emotional competence

Cognitive competence

Behavioral competence

Moral competence

Self-determination

Clear and positive identity

Spirituality

Self efficacy

Belief in the future

Recognition for positive behavior

Opportunities for prosocial involvement

Prosocial norms


Richard M. Lerner

ANN MASTEN and the

Study of Resilience

Studies resilience and the quality of adaptation

Resilience is a dynamic construct

Resilience is result of individual context relations

Investigates the developmental cascades involved in these relations

Studies of resilience among diverse groups of youth


Richard M. Lerner

RICHARD M. AND JACQUELINE V. LERNER:

Study of Individual Context Relational Processes and PYD

PYD is optimized when youth strengths are aligned with ecological resources

(developmental assets)

Intentional Self Regulation and Hope are key strengths of youth

Individuals, institutions, collective activity, and access are key ecological developmental assets

Five Cs of PYD are the outcomes of youth context relations

Thriving youth contribute to their context

Contribution is the 6th C of PYD


Richard M. Lerner

THE LERNER & LERNER RELATIONAL

DEVELOPMENTAL SYSTEMS MODEL OF

PYD

PYD

Competence

Confidence

Character Caring

Connection

Ecological

Assets

Individual

Strengths

Contribution

Reduced Risk

Behavior


Richard M. Lerner

TIME

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THE LERNER & LERNER MODEL OF PYD AS

INSTANTIATED WITHIN THE 4-H STUDY OF POSITIVE

YOUTH DEVELOPMENT


Richard M. Lerner

What We Have

Learned About PYD

To Date:

A Brief Overview of

Findings from the

4-H Study of PYD


Richard M. Lerner

THE 4-H STUDY OF

POSITIVE YOUTH

DEVELOPMENT


Richard M. Lerner

WITH GRATITUDE TO:

Don Floyd, President and CEO of the

National 4-H Council

The Altria Corporation

THEIR VISION, VALUES, LEADERSHIP,

AND SUPPORT CREATED THE FIELD

OF PYD


Richard M. Lerner

Jennifer P. Agans

Miriam R. Arbeit

Edmond Bowers

Mary H. Buckingham

Kristina Callina

Robey Champine

Paul Chase

Lisette M. DeSouza

Santiago Gasca

G. John Geldhof

Kathleen Greenman

Rachel Hershberg

Lacey Hilliard

Heidi Johnson

Sarah Johnson

Megan Kiely Mueller

Jacqueline V. Lerner

Jarrett Lerner

Richard M. Lerner

Christopher Napolitano

Dee Pratti

Amy E. A. Warren

Dan Warren

Michelle B. Weiner


Richard M. Lerner

Across Grades 5 to 12, we sampled about 7,000

youth and 3,500 parents from 42 states .

The 4-H Study uses a form of a cohort-sequential

longitudinal design: Youth were first surveyed in 5th Grade New students were added each year We also studied these new students longitudinally Therefore, the sample size increases across the study

A subgroup of participants was assessed two years

post high school

DESIGN OF THE 4-H STUDY


Richard M. Lerner

MEASUREMENT IN THE STUDY

OF PYD .

The Five Cs of PYD*

Youth Strengths Intentional Self Regulation: The SOC Model**

School Engagement*

Hope for a Positive Future*

Ecological Assets Individuals, Institutions, Youth-Adult Collaborations, Access*

Contribution: Active and Engaged Citizenship*

Risk/Problem Behaviors

* Developed by IARYD researchers

**Adapted and developed by IARYD researchers


Richard M. Lerner

.

PYD

Competence

Confidence

Character Caring

Connection


Richard M. Lerner

Intentional self regulation (ISR) constitutes key cognitive and behavioral bases of PYD Positively predicts PYD and Contribution and negatively predicts

Risk/Problem behaviors within and across grades

Hope for the future is a key emotional basis of PYD Within and across grades, Hopeful Future Expectation scores are

associated with high ISR, PYD and Contribution and low risk behaviors and depressive symptoms

School Engagement is composed of Behavioral, Emotional, and Cognitive components Within and across grades, school engagement is associated with

better self-reported grades, higher ISR, and lower involvement in delinquency and substance use


Richard M. Lerner

Key Ecological Assets Promoting PYD are: 1. Individuals in the lives of youth, such as mentors, family members, and

teachers

2. Physical and institutional resources, such as schools and community programs

3. Youth engagement, with people and institutions in their environments

4. The accessibility of people and institutions in the environments of youth

In each family, school, and community setting, and within and across grades, INDIVIDUALS are always the most important asset in predicting PYD and Contribution

Youth Development (YD) Programs which are marked by the Big Three (Positive and sustained adult-youth relations; Life-skill building curricula; and Opportunities for youth participation in and leadership of valued family, school, and community activities) are key ecological assets linked to PYD and youth Contribution


Richard M. Lerner

Contribution is a Key Outcome of PYD

Contribution involves Active and Engaged Citizenship (AEC): Civic duty, Civic skills, Neighborhood social connection, and Civic participation

Within and across grades, Contribution is associated with ISR, Hope, and PYD

Lowered Risk/Problem Behaviors

ISR, Hope, and PYD are negatively related to Risk/Problem Behaviors within and across grades


Richard M. Lerner

However, there are diverse pathways youth travel across adolescence

Trajectories start and end at diverse points; trajectories have different shapes


Richard M. Lerner

5.7%

25.1%

26.8%

42.3%

POSITIVE YOUTH DEVELOPMENT


Richard M. Lerner

CONTRIBUTION

13.6%

12.4%

38.8%

35.2%


Richard M. Lerner

RISK BEHAVIORS

(SUBSTANCE USE AND DELINQUENCY)

3.9%

9.5%

47.1%

26.9% 12.6%


Richard M. Lerner

DEPRESSIVE SYMPTOMS

22.2%

3.6%

62.7%

5.3%

6.2%


Richard M. Lerner

There are also diverse combinations of positive and

problematic trajectories: Despite a general inverse

relation between positive and problematic behaviors,

some youth may show very different developmental

pathways, for instance, increases in both positive and

problematic behaviors

High levels of youth strengths (e.g., ISR) and high

levels of ecological assets (e.g., sustained mentoring)

place youth on the most favorable trajectories


Richard M. Lerner

Relative plasticity exists across adolescence

Adolescent development involves multi-directionality,

equi-potentiality, equi-finality, and multi-finality

Optimism about enhancing youth development is warranted

Promotion and prevention should be the focus of programs

A multi-part What question is therefore needed in evidence-based youth programs: For example What characteristics of intraindividual change, in relation to what contextual

characteristics, for what youth, will lead to what outcomes,

through what intervention programs, during what portions of

ontogeny?

CONCLUSIONS AND IMPLICATIONS


Richard M. Lerner

Community-Based Youth Development

Programs

Skill-building activities

Sustained youth-adult

partnerships

Youth leadership

PYD

HOW DO WE PROMOTE PYD AND CONTRIBUTION?

School- and Community-based YD Programs (Marked by

the Big 3 Program Characteristics) influence PYD and Civic Behaviors

Civic

Contributions


Richard M. Lerner

IMPLICATIONS OF THE 4-H STUDY FOR

ENHANCING THE PYD CIVIL SOCIETY RELATIONSHIP

Practice

Research & Evaluation

Policy


Richard M. Lerner

What actions predicated on the Big Three

of what duration

with what youth

in what communities

at what points in adolescence

will result in what features of positive youth development and youth contributions to self, family, community, and civil society?

Or, more simply:

How do we use youth development programs to foster mutually beneficial relations between healthy youth and a nation marked by social justice, democracy, and liberty?

ANSWERING THE REALLY BIG QUESTION ABOUT PYD AND CIVIC ENGAGEMENT

lerner 2013 positive psychology conference

Documents

lerner richard

positive development

applied research

implications of research

study of adolescence

study adolescence

life problems

hall defined adolescence