Toward Positive Youth Development: Transforming Schools and Community Programs

Marybeth Shinn, Hirokazu Yoshikawa

Research output: Book/ReportBook

Abstract

This book examines how to improve social settings in order to foster positive youth development. Each chapter describes a theory of intervention and specific exemplars of strategies to transform settings where youth live, learn, work, and play, as a route to individual change. Chapters consider settings such as classrooms, schools, universities, out-of-school-time programs, community-based programs focused on health or youth-empowerment, programs for supplementary education for immigrant youth, and youth-organizing efforts. Other chapters examine how broader contexts such as school districts, community coalitions, and networks of youth-serving organizations can guide and support or hinder change. Because measurement of settings is critical to motivate and direct change efforts and guide social policy, chapters also describe ways of assessing key features of setting. Many chapters consider how setting can increase the representation of youth who are marginalized for reasons of race, ethnicity, immigration status, or sexual orientation and how it can improve the quality of the youth's experiences. Because changing settings requires many forms of expertise, the book's authors come from multiple disciplinary backgrounds.

Original languageEnglish (US)
PublisherOxford University Press
Number of pages400
ISBN (Print)9780199301478, 9780195327892
DOIs
StatePublished - Apr 1 2010

Fingerprint

Community Networks
Emigration and Immigration
Public Policy
Sexual Behavior
Organizations
Education
Health
Power (Psychology)

Keywords

  • Assessment
  • Classroom
  • Community program
  • Intervention
  • Marginalized youth
  • Multi-disciplinary
  • Positive youth development
  • School
  • Social policy
  • Social setting

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Toward Positive Youth Development : Transforming Schools and Community Programs. / Shinn, Marybeth; Yoshikawa, Hirokazu.

Oxford University Press, 2010. 400 p.

Research output: Book/ReportBook

@book{3d018d9bbae343fc9703d8b4d157a783,
title = "Toward Positive Youth Development: Transforming Schools and Community Programs",
abstract = "This book examines how to improve social settings in order to foster positive youth development. Each chapter describes a theory of intervention and specific exemplars of strategies to transform settings where youth live, learn, work, and play, as a route to individual change. Chapters consider settings such as classrooms, schools, universities, out-of-school-time programs, community-based programs focused on health or youth-empowerment, programs for supplementary education for immigrant youth, and youth-organizing efforts. Other chapters examine how broader contexts such as school districts, community coalitions, and networks of youth-serving organizations can guide and support or hinder change. Because measurement of settings is critical to motivate and direct change efforts and guide social policy, chapters also describe ways of assessing key features of setting. Many chapters consider how setting can increase the representation of youth who are marginalized for reasons of race, ethnicity, immigration status, or sexual orientation and how it can improve the quality of the youth's experiences. Because changing settings requires many forms of expertise, the book's authors come from multiple disciplinary backgrounds.",
keywords = "Assessment, Classroom, Community program, Intervention, Marginalized youth, Multi-disciplinary, Positive youth development, School, Social policy, Social setting",
author = "Marybeth Shinn and Hirokazu Yoshikawa",
year = "2010",
month = "4",
day = "1",
doi = "10.1093/acprof:oso/9780195327892.001.0001",
language = "English (US)",
isbn = "9780199301478",
publisher = "Oxford University Press",

}

TY - BOOK

T1 - Toward Positive Youth Development

T2 - Transforming Schools and Community Programs

AU - Shinn, Marybeth

AU - Yoshikawa, Hirokazu

PY - 2010/4/1

Y1 - 2010/4/1

N2 - This book examines how to improve social settings in order to foster positive youth development. Each chapter describes a theory of intervention and specific exemplars of strategies to transform settings where youth live, learn, work, and play, as a route to individual change. Chapters consider settings such as classrooms, schools, universities, out-of-school-time programs, community-based programs focused on health or youth-empowerment, programs for supplementary education for immigrant youth, and youth-organizing efforts. Other chapters examine how broader contexts such as school districts, community coalitions, and networks of youth-serving organizations can guide and support or hinder change. Because measurement of settings is critical to motivate and direct change efforts and guide social policy, chapters also describe ways of assessing key features of setting. Many chapters consider how setting can increase the representation of youth who are marginalized for reasons of race, ethnicity, immigration status, or sexual orientation and how it can improve the quality of the youth's experiences. Because changing settings requires many forms of expertise, the book's authors come from multiple disciplinary backgrounds.

AB - This book examines how to improve social settings in order to foster positive youth development. Each chapter describes a theory of intervention and specific exemplars of strategies to transform settings where youth live, learn, work, and play, as a route to individual change. Chapters consider settings such as classrooms, schools, universities, out-of-school-time programs, community-based programs focused on health or youth-empowerment, programs for supplementary education for immigrant youth, and youth-organizing efforts. Other chapters examine how broader contexts such as school districts, community coalitions, and networks of youth-serving organizations can guide and support or hinder change. Because measurement of settings is critical to motivate and direct change efforts and guide social policy, chapters also describe ways of assessing key features of setting. Many chapters consider how setting can increase the representation of youth who are marginalized for reasons of race, ethnicity, immigration status, or sexual orientation and how it can improve the quality of the youth's experiences. Because changing settings requires many forms of expertise, the book's authors come from multiple disciplinary backgrounds.

KW - Assessment

KW - Classroom

KW - Community program

KW - Intervention

KW - Marginalized youth

KW - Multi-disciplinary

KW - Positive youth development

KW - School

KW - Social policy

KW - Social setting

UR - http://www.scopus.com/inward/record.url?scp=84920621018&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84920621018&partnerID=8YFLogxK

U2 - 10.1093/acprof:oso/9780195327892.001.0001

DO - 10.1093/acprof:oso/9780195327892.001.0001

M3 - Book

SN - 9780199301478

SN - 9780195327892

BT - Toward Positive Youth Development

PB - Oxford University Press

ER -