Community Programs to Promote Youth Development (2002) / Chapter Skim
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Appendix B Theoretical Frameworks for Conceptualizing Positive Developmental Processes
Appendix B Theoretical Frameworks for Conceptualizing Positive Developmental Processes
Pages 320-327
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From page 320... ...
There are numerous theories in developmental psychology, sociology, public health, anthropology, and other fields that direct attention to a panorama of individual, community, and cultural processes that are related to positive development. In the next few pages we use Bronfenbrenner's framework to briefly review this theoretical panorama.
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From page 321... ...
Children often don't think in isolation: teachers, parents, and apeers provide support and scaffolding that contributes to their thinking and learning. Another very different school of developmental theory, object re~tions and attachment theory, emphasizes the emotional quality of the interpersonal environment in which development takes place, particularly children's relationships with their primary caretakers.
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From page 322... ...
They theorize that a similar lack of developmental fit often occurs in the family, accounting for the increased rates of conflict that many young adolescents experience with their parents. The message of this theory, indeed of psychological theories in general, is that positive development is most likely to occur in environments that are attentive to and matched with the dispositions and developmental level of the individual.
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From page 323... ...
Understanding adolescent development requires an understanding of such complexities. Both designing community programs for youth and understanding what distinguishes successful programs from unsuccessful programs also requires an understanding of such com.
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From page 324... ...
Some of the disproportionate social and economic disadvantage born by urban or poor rural children can be related to limitations in social capital available in many inner-city neighborhoods or isolated rural communities (Loury, 1977; Wilson, 19871. As the resources of communities, schools, community programs, and families are depleted, it becomes increasingly more difficult for young people to secure the support they need to make a successful transition to adulthood.
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From page 325... ...
This management includes promotive strategies aimed at creating positive experiences and helping children develop skills and interests, such as assisting with the child's schoolwork, encouraging the development of talents and interests, enrolling the child in special classes and programs, or getting an older sibling or other relative to help the child with homework. It can also include preventive strategies aimed at minimizing behavioral risks and negative outcomes, such as careful monitoring of the child's location, enforcing strong curfew practices, involving the child in positive protective activities, and discussing negative models.
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From page 326... ...
Yet even in traditional cultures there are competing cultural ideas (Turiel, 1999) and in the United States there is a noisy marketplace of multiple cultures, culture wars, and changing systems of meaning and behavior.
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From page 327... ...
Given that youth may be walking in the door with widely differing cultural backgrounds, knowledge, and agendas, it is essential that community programs be sensitive to how they are experienced by different youth. Taking the positive side, community programs can have an important role in assisting youth with addressing developmental issues of cultural belonging, which can be particularly acute in a changing and multicultural society.
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