Lerner Richard M, Wang Jun, Chase Paul A, Gutierrez Akira S, Harris Elise M, Rubin Rachel O, Yalin Ceren
Institute for Applied Research in Youth Development, Tufts University.
New Dir Youth Dev. 2014 Dec;2014(144):17-30. doi: 10.1002/yd.20110.
In contemporary developmental science, relational development systems models have been used to frame the positive youth development (PYD) perspective, which posits that youth will thrive when there is alignment between their strengths and ecological resources in their context. Evidence from the 4-H Study of PYD indicates that out-of-school-time youth development programs are key ecological resources enhancing youth thriving. This chapter discusses the particular facets of youth development programs (the "Big Three"-positive and sustained adult-youth relationships, skill-building activities, and youth leadership opportunities) involved in promoting youth thriving. The importance of using theory to design and implement programs is also discussed, and challenges of reaching the diversity of American youth with effective programs are noted.
在当代发展科学中，关系发展系统模型已被用于构建积极青少年发展（PYD）视角，该视角认为，当青少年自身优势与所处环境中的生态资源相匹配时，他们将茁壮成长。4-H青少年积极发展研究的证据表明，校外青少年发展项目是促进青少年茁壮成长的关键生态资源。本章讨论了青少年发展项目的具体方面（“三大要素”——积极且持续的成人与青少年关系、技能培养活动以及青少年领导机会）在促进青少年茁壮成长过程中的作用。还讨论了运用理论来设计和实施项目的重要性，并指出了通过有效项目覆盖美国青少年多样性所面临的挑战。
