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The POSITIVE DEVELOPMENT OF YOUTH Report Of The Findings from the First Eight Years of the 4-H Study of Positive Youth Development
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@MISC{Lerner_thepositive,
author = {Richard M. Lerner and Jacqueline V. Lerner},
title = {The POSITIVE DEVELOPMENT OF YOUTH Report Of The Findings from the First Eight Years of the 4-H Study of Positive Youth Development},
year = {}
}
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Abstract
The 4-H Study was designed to test the idea that when the strengths of youth are aligned across adolescence with family, school, and community resources, positive youth development will occur. These resources include those provided by community-based, out-of-school time youth development programs, such as 4-H, Boys & Girls Clubs, Big Brothers/Big Sisters, YMCA, and scouting. Positive youth development is operationalized by the Five Cs of competence, confidence, character, connection, and caring, leading to youth contributions, the “sixth C ” of PYD (Bowers et al., 2010; Jelicic et al., 2007; Lerner et al., 2005; Phelps et al., 2009). In the 4-H Study of Positive Youth Development (PYD) we use a form of longitudinal sequential design (Lerner et al., 2005). Our study began with fifth graders in the 2002–2003 school year, a time period labeled Wave 1. As in all longitudinal studies, we knew we would lose some participants over time for a variety of reasons. Hence, we added new groups (cohorts) of participants at other waves so that statistical analyses would maintain their power. By the end of Wave 8, the research team and our land-grant university partners had collected data from more than 7,000 participants from 44 states. We gathered data through a student questionnaire, a parent questionnaire, and for a subset of the sample from school and government sources such as the U.S. Census (Lerner, et al., 2005). We measured several individual characteristics of youth, e.g., behavioral and cognitive strengths such as whether a youth could select positive life goals, optimize what he or she needed to achieve those goals, and compensate for
Keyphrases
positive youth development 4-h study positive development youth report first eight year boy girl club out-of-school time youth development program community resource student questionnaire cognitive strength school year parent questionnaire research team government source longitudinal study longitudinal sequential design five c time period several individual characteristic positive life goal land-grant university partner statistical analysis fifth grader big brother big sister u.s. census new group
