ERIC Number: EJ1130384
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Assessing the Possibility of Leadership Education as Psychosocial-Based Problem Behavior Prevention for Adolescents: A Review of the Literature
Caputi, Theodore L.
Journal of Leadership Education, v16 n1 p115-132 Jan 2017
The purpose of this review is to examine theoretical connections between adolescent leadership education and problem behavior prevention. Both the problem behavior prevention literature and the leadership education literature were reviewed for studies pertaining to the development of psychosocial traits. In the leadership education literature this research focused on the development of leadership potential, as this was considered most closely linked with leadership education for adolescents as opposed to leadership education focused on honing skills in established leaders. Because the purpose of this review was to determine if a theoretical connection exists between two previously unconnected fields of literature, a thorough literature review was conducted as opposed to a systematic review because it was deemed too cumbersome. Instead, salient studies from both fields were examined for their applicability to the other field and the analysis as a whole. The research found significant overlap in psychosocial protective factors for problem behaviors and the psychosocial traits developed through leadership education. Given that a theoretical connection between leadership education and problem behavior prevention seems to exist, the author recommends empirical research to determine if leadership education is an effective and efficient vehicle for problem behavior prevention.
Descriptors: Leadership Training, Behavior Problems, Individual Development, Prevention, Adolescents, Leaders, Antisocial Behavior, Personality Traits, At Risk Students
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A