Lerner Richard M., Brindis Claire D., Batanova Milena, Blum Robert Wm.
Tufts University, Medford, MA, USA
University of California-San Francisco (UCSF), Philip R. Lee Institute for Health Policy Studies and the Adolescent and Young Adult Health National Resource Center, San Francisco, CA, USA
The contemporary study of adolescent development emphasizes that the process of development involves mutually influential relations between the developing individual and the features of his or her complex and changing context. These relations are most often framed by models derived from a relational developmental systems metatheory, an approach to theory that is entirely consistent with the seven principles of life course health development. Concepts associated with these ideas are used to describe, explain, and optimize the course of development in the second decade of life and, as such, to frame applied research aimed at promoting health and positive development among diverse adolescents. Accordingly we discuss the relational developmental systems metatheory and the seven principles and illustrate how the ideas associated with both approaches to adolescent development can innovatively integrate and extend scholarship about transitions and transformations characterizing the adolescent period and, as well, afford optimism that relational changes linked to positive change in the health developmental system can be identified and used to promote thriving in adolescence.
当代对青少年发展的研究强调，发展过程涉及发展中的个体与其复杂多变环境特征之间相互影响的关系。这些关系通常由源自关系发展系统元理论的模型构建，这是一种理论方法，与生命历程健康发展的七项原则完全一致。与这些观点相关的概念被用于描述、解释和优化生命第二个十年的发展进程，从而构建旨在促进不同青少年健康和积极发展的应用研究。因此，我们将讨论关系发展系统元理论和七项原则，并说明与这两种青少年发展方法相关的观点如何能够创新性地整合和扩展关于青少年时期过渡与转变的学术研究，同时也带来一种乐观态度，即与健康发展系统中的积极变化相关的关系变化能够被识别出来，并用于促进青少年茁壮成长。
