Journal of Youth Development

The current cross-cultural study aimed to extend research on parenting and children’s prosocial behavior by examining relations among parental warmth, values related to family obligations (i.e., children’s support to and respect for their parents, siblings, and extended family), and prosocial behavior during the transition to adolescence (from ages 9 to 12). Mothers, fathers, and their children (N = 1107 families) from 8 countries including 11 cultural groups (Colombia; Rome and Naples, Italy; Jordan; Kenya; the Philippines; Sweden; Thailand; and African Americans, European Americans, and Latin Americans in the United States) provided data over 3 years in 3 waves (Mage of child in wave 1 = 9.34 years, SD = 0.75; 50.5% female). Overall, across all 11 cultural groups, multivariate change score analysis revealed positive associations among the change rates of parental warmth, values related to family obligations, and prosocial behavior during late childhood (from age 9 to 10) and early-adolescence (from age 10 to 12). In most cultural groups, more parental warmth at ages 9 and 10 predicted steeper mean-level increases in prosocial behavior in subsequent years. The findings highlight the prominent role of positive family context, characterized by warm relationships and shared prosocial values, in fostering children’s positive development in the transition to adolescence. The practical implications of these findings are discussed.

Concetta Pastorelli

Antonio Zuffianò

Jennifer E. Lansford

Eriona Thartori

Marc H. Bornstein

Lei Chang

Kirby Deater-Deckard

Laura Di Giunta

Kenneth A. Dodge

Sevtap Gurdal

Qin Liu

Qian Long

Paul Oburu

Ann T. Skinner

Emma Sorbring

Laurence Steinberg

Sombat Tapanya

Liliana Maria Uribe Tirado

Saengduean Yotanyamaneewong

Suha Al-Hassan

Liane Peña Alampay

Dario Bacchini

Positive Youth Development: Parental Warmth, Values, and Prosocial Behavior in 11 Cultural Groups

积极青年发展：父母温暖、价值观与亲社会行为在11个文化群体中的研究

Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations About Race is a 2017 revised and updated edition to Dr. Beverly Daniel Tatum’s original book written in 1997. The book explores decades of research on the psychology of racism, with an emphasis on the psychology of racial identity in Black, White, and other ethnic and cultural identities. The author helps readers gain a better understanding of historic and modern racism and the implications it has on individuals today. The book also contains important messages for people who work with diverse groups of adults and particularly of youth.

Laura M. Stanton

Leo M. Taylor

Jennifer Lobb

Patricia H. Holmes

Stephen D. Brady

Imani Scruggs

Book Review: Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations About Race

书评：《为什么黑人孩子都在自助餐厅坐在一起？以及其他关于种族的对话》

Although federal funding has been provided to add mentoring to youth development programs for decades, we still lack knowledge about the impacts of mentoring on youth outcomes. This research seeks to fill a gap by documenting youth outcomes from an enhanced mentoring approach for urban Boys and Girls Clubs (BGC) in the Southeastern United States delivered by paid staff who serve as mentors through group activities and 1:1 interactions with youth. We perform logistic regressions of secondary data from a cohort of BGCs to understand the relationships between enhanced mentoring and youth outcomes related to program retention, behaviors, and academics. We find the presented approach has a significant relationship with retention with those mentored being 1.92 times more likely to return the following program year. Mentored youth also experienced higher expectations from staff and were less likely to be involved in a physical fight with peers.

Lisa McGarrie

Eric Napierala

Carrie Oliver

Emily Heberlein

Brittany Jean Taylor

Angela Snyder

An Enhanced Mentoring Model’s Impact on Youth in Boys and Girls Clubs

增强型导师模式对男孩女孩俱乐部青少年的影响

This paper aims to provide strategies for youth-serving organizations to maximize opportunities for youth to develop leadership skills within the out-of-school time program context. The sample includes 5 youth-serving agencies who participated in the Youth Driven Spaces initiative led by a Midwest program. Data for this project included observations of youth–adult meetings, field notes from youths’ reflections on key model activities, and interviews with adult staff to identify common challenges and supportive solutions. We identified 6 emergent themes for supporting youth leadership: (a) engage youth in meetings, (b) create opportunities for youth to learn how to be leaders, (c) recognize resistance to youth voice, (d) encourage youth and adults to share constructive feedback, (e) navigate youth–adult boundaries, and (f) practice intentional strategies to retain youth and to onboard new youth and staff. Results provide concrete strategies for practitioners and researchers to empower youth with the skills and resources they need to be effective leaders.

Jamie Heng-Chieh Wu

Alison Shereda

Sara T. Stacy

John Kenneth Weiss

Megan Heintschel

Maximizing Youth Leadership in Out-of-School Time Programs: Six Best Practices from Youth Driven Spaces

最大化课后时间项目中的青年领导力：来自青年主导空间的六大最佳实践

Youth Development programming that engages youth to work side by side with local leaders creates an environment where youth develop civic skills. These skills include a greater understanding of the legislative process, their role in our democracy, and increased engagement in the democratic process. Through their participation in the Superior Days Legislative Forum, youth increase their civic skills, are inspired to create change in their communities, ask questions and respond to challenges by bringing legislative issues of concern unique to their community to the entire representative body at the state capitol. Youth delegates also gain experience partnering with adults from their communities, establish healthy developmental relationships, and expand their social networks. This article draws from research related to civic engagement, youth in decision-making roles, and programming intended to raise youth voice to make community change. This paper uses focus group interviews as well as post-then-pre-program surveys to understand the impact of the Superior Days Legislative Forum on youth participants.

Doug Liphart

Neil James Klemme

Ian B. Meeker

Civic Engagement and Advocacy in Rural Wisconsin: Youth Development Through Legislative Forums

威斯康星州农村的公民参与和倡导：通过立法论坛促进青年发展

Summer camp provides an important developmental

Lisa Meerts

Tyler Wycoff

Jim Sibthorp

Benchmarking Strategies Used to Increase Diversity, Equity, Inclusion at Summer CampsInclusion at Summer Camps

夏季营地多样性、公平性和包容性提升策略基准研究

Kelly Simonton

Victoria Shiver

Aimee Gray

Katie Juarez

Angela Simonton

Targeting Social-Emotional Learning and Activity Attitudes during After-School Programming Post COVID-19 RestrictionsAfter-School Programming Post COVID-19 Restrictions

针对COVID-19限制解除后课外活动中的社会情感学习和活动态度的目标

Samuel Hay

Jonathan Tirrell

Jacqueline Lerner

Elizabeth Dowling

Alistair Sim

Pamela King

Jennifer Vaughn

Guillermo Iraheta

Richard Lerner

“We are Protected”: Examining youth perceptions of safety within“We are Protected”: Examining youth perceptions of safety within a faith-based positive youth development program in El Salvadora faith-based positive youth development program in El Salvador

“我们受到保护”：审视萨尔瓦多基于信仰的积极青年发展计划中的青年安全感

Suzanna Windon

Mariah Awan

Rama Radhakrishna

4-H Volunteers Leaders’ Turnover Intention4-H Volunteers Leaders’ Turnover Intention

4-H志愿者领导者离职意向

Maru Gonzalez

Michael Kokozos

Katherine McKee

Christy Byrd

Storytelling through a Critical Positive Youth Development Framework: A Mixed Methods ApproachFramework: A Mixed Methods Approach

通过批判性积极青年发展框架进行叙事：混合方法研究

短名	J. Youth Dev.
Journal Impact	0.60
国际分区	PSYCHOLOGY, DEVELOPMENTAL(Q4)

ISSN	2325-4009, 2325-4017
h-index	10

出版信息	出版商: Clemson University/TigerPrints，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 2019，原创研究文献占比: ，自引率:， Gold OA占比:

Journal of Youth Development

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