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Torney-Purta, Judith; Barber, Carolyn H.; Wilkenfeld, Britt – Journal of Youth and Adolescence, 2007
Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had…
Descriptors: Individual Characteristics, Grade 9, Classroom Environment, Adolescents
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Busseri, Michael A.; Willoughby, Teena; Chalmers, Heather; Bogaert, Anthony R. – Journal of Youth and Adolescence, 2006
This study investigated the relation of adolescent same-sex attraction to "successful development" (Baltes, P. B., "Am. Psychol." 32:366-380, 1997). Based on a survey of high-school adolescents, four groups were defined according to the nature of self-reported sexual attraction: exclusively heterosexual (EHA; n=3594); mostly heterosexual (MHA;…
Descriptors: Interpersonal Attraction, Homosexuality, Sexual Orientation, Student Surveys
Elias, Maurice J. – Principal Leadership, 2001
Middle schools represent challenges that strongly affect how much energy and focus students bring to academic learning. Kids must develop skills to resist inappropriate sexual behaviors and analyze stressful social situations. Schools should encourage students to develop certain developmental assets: appreciation, belonging, confidence,…
Descriptors: Adolescents, Affiliation Need, Developmental Psychology, Emotional Development
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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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Petersen, Douglas B.; Spencer, Trina D. – Topics in Language Disorders, 2016
Oral narratives are a commonly used, meaningful means of communication that reflects academic language. New state curriculum standards include narrative-related language expectations for young school-age children, including story grammar and complex language. This article provides a review of preschool narrative-based language intervention…
Descriptors: Preschool Children, Narration, Intervention, Grammar
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Becker, Emily Ann; Watry-Christian, Meghan; Simmons, Amanda; Van Eperen, Ashleigh – Journal of Occupational Therapy, Schools & Early Intervention, 2016
This review explores the evidence in support of using video modeling for teaching children with autism. The process of implementing video modeling, the use of various perspectives, and a wide range of target skills are addressed. Additionally, several helpful clinician resources including handheld device applications, books, and websites are…
Descriptors: Occupational Therapy, Modeling (Psychology), Video Technology, Children
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Broderick, Patricia C.; Frank, Jennifer L. – New Directions for Youth Development, 2014
During adolescence, young people are traversing exciting and also challenging stages in their development. Mindfulness, if taught in a developmentally appropriate way, has the potential to be an asset in adolescents' lives. Developmentally appropriate approaches of mindfulness intervention during adolescence need to consider adolescents'…
Descriptors: Adolescents, Perception, Intervention, Developmentally Appropriate Practices
Furlong, Michael J.; Ritchey, Kristin M.; O'Brennan, Lindsey M. – California School Psychologist, 2009
Resilience and other positive psychological constructs are gaining attention among school psychologists. Theoretically, external assets (e.g., support from caring adults, participation in meaningful activities) help to meet youths' basic developmental needs, which, in turn, promote the growth of internal assets (e.g., ability to problem solve,…
Descriptors: School Psychologists, Surveys, Psychometrics, Evaluation
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Tackett, Wendy – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2005
"Adults don't listen to me because they don't think I have anything interesting to say," an eleven-year-old boy explained to the authors of this article during one of the after-school focus groups that took place at Homer (Michigan) Community Schools. However, as part of the Youth Participatory Evaluation (YPE) team's effort to evaluate…
Descriptors: Grade 5, Grade 6, Focus Groups, Self Esteem
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Jones, Patrick – Orana: Journal of School and Children's Librarianship, 2000
As librarians provide access to informational resources, recreational excursions, cultural explorations, and educational support, they build assets which are critical for young people's successful growth. Identifies eight main categories of developmental assets--support; empowerment; boundaries and expectations; constructive use of time;…
Descriptors: Access to Information, Adolescent Development, Adolescent Literature, Adolescents
Assets for Colorado Youth, Denver. – 2002
Developmental assets are a research-based list of 40 essential building blocks of healthy youth development and comprise the relationships, experiences, and values that youth need to grow up caring, confident, and responsible. This kit is a resource designed for elementary schools and organizations working with youth and parents to help them…
Descriptors: Adult Child Relationship, Elementary Education, Elementary School Students, Multilingual Materials
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Urban, Jennifer Brown; Lewin-Bizan, Selva; Lerner, Richard M. – Journal of Applied Developmental Psychology, 2009
Developmental system theories recognize that variables from multiple levels of organization within the bioecology of human development contribute to adolescent development, including individual factors, family factors and the neighborhood which includes extracurricular activities. Extracurricular activities provide a context for youth development,…
Descriptors: Adolescent Development, Neighborhoods, Extracurricular Activities, Early Adolescents
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Shanks, Trina R. Williams; Robinson, Christine – Economics of Education Review, 2013
A large body of evidence indicates that socioeconomic status (SES) is a strong predictor of school achievement, college graduation and child outcomes in general. Better developmental and health outcomes are strongly associated with family assets, income and education. We introduce a model incorporating a range of theoretical and empirical…
Descriptors: Models, Socioeconomic Status, Family Income, Family Characteristics
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Taylor, Carl S.; Lerner, Richard M.; von Eye, Alexander; Bobek, Deborah L.; Balsano, Aida Bilalbegovic; Dowling, Elizabeth M.; Anderson, Pamela M. – Journal of Adolescent Research, 2004
The presence of individual and ecological assets for positive development was assessed through data derived from individual interviews with 45 African American adolescent male members of inner-city Detroit gangs and 50 African American adolescent males living in the same communities but involved in community-based organizations (CBOs) aimed at…
Descriptors: Males, Adolescents, African Americans, Urban Youth
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Carroll, Clare; Sixsmith, Jane – Child Language Teaching and Therapy, 2016
While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the…
Descriptors: Young Children, Early Intervention, Developmental Disabilities, Listening
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