By Gary Creasey, Patricia A Jarvis
This well timed volume explores crucial issues, concerns, and demanding situations concerning youngsters’ lives and studying in underserviced city components. distinctive students offer theoretically grounded, multidisciplinary views on contexts and forces that impression adolescent improvement and success. The emphasis is on what's optimistic and potent, what could make a true distinction within the lives and lifestyles percentages for city youths, instead of deficits and unfavourable disorder. Going past exclusively conventional mental theories, a powerful conceptual framework addressing 4 domain names for figuring out adolescent improvement undergirds the volume:
- developmental continuities from childhood
- primary adjustments (biological, cognitive, social)
- contexts of improvement
- adolescent results.
A significant federal govt initiative is the improvement of courses to aid underserviced city components. without delay suitable to this initiative, this volume contributes considerably to gaining a pragmatic figuring out of the contexts and associations in which city youths dwell and learn.
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Additional resources for Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood
In light of these findings it is important to consider why, despite apparent positive behavioral effects for parents and girls, there have been less than optimal academic outcomes. Was the “dosage” or exposure to higher-quality neighborhoods too little or too late? Have moves resulted in substantial changes in context or to the contextual factors such as high-quality schools? Do disruptions in social connections, greater salience and potential targeting, or greater opportunity and reinforcement for deviance outweigh potential benefits?
As with emotional health, he conceptualizes competence on a continuum from prosocial behavior on one end to delinquent behavior or externalizing behavior on the other. There is a need for further differentiation of positive behavior as distinct from merely the absence of negative behaviors. Grotevant’s framework is compatible with a positive youth development approach. With a shared foundation in ecological theory, the positive youth development approach to human development defines development as a process of growth and increasing competence (Larson, 2000).
Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31, 122–135. Lerner, R. , Lerner, J. , Almerigi, J. , . . & von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents. The Journal of Early Adolescence, 25, 17–71. Lerner, J. , & Bowers, E. P. (2009). Positive youth development. In R.
Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood by Gary Creasey, Patricia A Jarvis