Positive Development among Diverse Youth
Development
Developmental Processes
Richard M. Lerner,
Mary H. Buckingham,
Robey B. Champine,
Kathleen N. Greenman,
Daniel J. A. Warren,
Michelle B. Weiner,
Richard M. Lerner
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorMary H. Buckingham
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorRobey B. Champine
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorKathleen N. Greenman
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorDaniel J. A. Warren
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorMichelle B. Weiner
Search for more papers by this authorRichard M. Lerner,
Mary H. Buckingham,
Robey B. Champine,
Kathleen N. Greenman,
Daniel J. A. Warren,
Michelle B. Weiner,
Richard M. Lerner
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorMary H. Buckingham
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorRobey B. Champine
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorKathleen N. Greenman
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorDaniel J. A. Warren
Tufts University, Medford, Massachusetts, USA
Search for more papers by this authorMichelle B. Weiner
Search for more papers by this authorAbstract
The positive youth development (PYD) perspective is based on the notion that all young people possess strengths and the capacity for healthy growth. The key hypothesis within the PYD perspective is that thriving occurs when the strengths of youth are aligned across adolescence with ecological resources (or “assets”) that promote positive, healthy development (e.g., assets such as high-quality parenting, mentoring, teaching, or coaching; effective youth development programs; or opportunities for youth to participate in and take leadership of valued family, school, and community activities). The 4-H Study of PYD has sought to bring data to bear on these ideas about the individual and ecological bases of PYD. We discuss several findings derived from tests of the model of PYD forwarded by Lerner and Lerner, including the structure of PYD, its antecedents in youth strengths and ecological developmental assets, and both positive and problematic outcomes among youth. The results of the 4-H Study of PYD provide important insights into how individual and contextual factors coalesce to promote adolescent thriving.
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