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Edwards, Oliver W.; Cheeley, Taylor – Children & Schools, 2016
Educational policies require the use of data and progress monitoring frameworks to guide instruction and intervention in schools. As a result, different problem-solving models such as multitiered systems of supports (MTSS) have emerged that use these frameworks to improve student outcomes. However, problem-focused models emphasize negative…
Descriptors: Youth, Youth Programs, Nutrition, Outcomes of Education
Atkiss, Katy; Moyer, Matthew; Desai, Mona; Roland, Michele – American Journal of Health Education, 2011
Health problems such as sexually transmitted infections and diabetes continue to rise, especially among African American and Hispanic adolescents in low-income communities. Youth development programs are an effective public health response, benefiting participants, the programs that serve them, and their community. Purpose: To explore the efficacy…
Descriptors: Adolescents, African Americans, Hispanic Americans, Health
Lucero, Maria Guajardo; Roybal, Patsy – 2001
Noting that parents have the power and influence to positively affect their child's school achievement and influence schools so that other children can benefit from improved educational environments, this program for parent engagement uses the developmental assets framework to build relationships between students, parents, and school staff.…
Descriptors: Change Strategies, Elementary Secondary Education, Models, Parent Participation
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Futch, Valerie A. – Youth & Society, 2016
This article explores collective identity as a useful theoretical framework for understanding social and developmental processes that occur in youth programs. Through narrative analysis of past participant interviews (n = 21) from an after-school theater program, known as "The SOURCE", it was found that participants very clearly describe…
Descriptors: Models, Collectivism, Identification (Psychology), Youth Programs
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Tolan, Patrick; Ross, Katherine; Arkin, Nora; Godine, Nikki; Clark, Erin – Applied Developmental Science, 2016
Positive development models shift focus for intervention from avoiding problems, deficits, or psychopathology to promoting skills, assets, and psychological well-being as the critical interests in development and intervention. The field can be characterized as multiple parallel lines of empirical inquiry from four frameworks: Social Competence,…
Descriptors: Intervention, Skill Development, Well Being, Interpersonal Competence
Lucero, Maria Guajardo – 2000
Applying the research-based developmental assets list of 40 positive relationships, experiences, and values as a framework for positive youth development provides communities with a set of factors associated with increased healthy behaviors and fewer high-risk behaviors. Beginning with a question regarding the applicability of this model for youth…
Descriptors: Adolescent Development, Change Strategies, Child Development, Cultural Awareness