From ‘i’ to ‘we’: Development of the capacity for teamwork in youth programs

Approaches to Positive Youth Development

Volumn , Issue , 2007, Pages 277-292

  Larson, Reed W ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873256600     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446213803.n15     Document Type: Chapter

References (38)

1. Bronfenbrenner, U. (1974). The origins of alienation. Scientific American, 231, 53-61. doi:10.1038/scientificamerican0874-53 http://dx.doi.org/10.1038/scientificamerican0874-53
2. Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology. Vol 3: Social, emotional and personality development (5th ed.) New York: Wiley.
3. Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38, 1025-1034. doi:10.2307/1127100 http://dx.doi.org/10.2307/1127100
4. Glisson, C., & James, L. R. (2002). The cross-level effects of culture and climate in human service teams. Journal of Organizational Behavior, 23, 767-794. doi:10.1002/job.162 http://dx.doi.org/10.1002/job.162
5. Halpern, R. (2005). Instrumental relationships: A potential relational model for inner-city youth programs. Journal of Community Psychology, 33, 11-20. doi:10.1002/jcop.20032 http://dx.doi.org/10.1002/jcop.20032
6. Halpern, R. (2006). After-School Matters in Chicago: Apprenticeship as a model for youth programming. Youth and Society, 38(2), 203-235. doi:10.1177/0044118X06288912 http://dx.doi.org/10.1177/0044118X06288912
7. Hansen, D., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25-56. doi:10.1111/1532-7795.1301006 http://dx.doi.org/10.1111/1532-7795.1301006
8. Heath, S. B. (1998). Working through language. In S. M. Hoyle & C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood (pp. 217-240). New York: Oxford.
9. Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183. doi:10.1037/0003-066X.55.1.170 http://dx.doi.org/10.1037/0003-066X.55.1.170
10. Larson, R. W. (2006). Positive youth development, willful adolescents, and mentoring. Journal of Community Psychology, 34, 677-689. doi:10.1002/jcop.20123 http://dx.doi.org/10.1002/jcop.20123
11. Larson, R. W., & Hansen, D. (2005). The development of strategic thinking: Learning to impact human systems in a youth activism program. Human Development, 48, 327-349. doi:10.1159/000088251 http://dx.doi.org/10.1159/000088251
12. Larson, R. W., Hansen, D., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849-863. doi:10.1037/0012-1649.42.5.849 http://dx.doi.org/10.1037/0012-1649.42.5.849
13. Larson, R.W., Hansen, D., & Walker, K. (2005). Everybody’s gotta give: Adolescents’ development of initiative and teamwork within a youth program. In J. Mahoney, R. Larson, & J. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Hillsdale, NJ: Lawrence Erlbaum.
14. Larson, R. W., Jarrett, R., Hansen, D., Pearce, N., Sullivan, P., Walker, K., et al. (2004). Organized youth activities as contexts of positive development. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 540-560). New York: Wiley.
15. Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across cultural settings of the world: Work, play and developmental opportunities. Psychological Bulletin, 125, 701-736. doi:10.1037/0033-2909.125.6.701 http://dx.doi.org/10.1037/0033-2909.125.6.701
16. Larson, R. W., Walker, K., & Pearce, N. (2005). Youth-driven and adult-driven youth development programs: Contrasting models of youth-adult relationships. Journal of Community Psychology, 33, 57-74. doi:10.1002/jcop.20035 http://dx.doi.org/10.1002/jcop.20035
17. Laursen, B., & Hartup, W. W. (2002). The origins of reciprocity and social exchange in friendships. New directions in child and adolescent development: Social exchange in development (no. 95. pp. 27-40). doi:10.1002/cd.35 http://dx.doi.org/10.1002/cd.35
18. Lindbeck, A., & Snower, D. J. (2000). Multitask learning and the reorganization of work: From Tayloristic to holistice organization. Journal of Labor Economics, 18, 353-372. doi:10.1086/209962 http://dx.doi.org/10.1086/209962
19. Mannix, E., & Neal, M. A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6, 31-55. doi:10.1111/j.1529-1006.2005.00022.x http://dx.doi.org/10.1111/j.1529-1006.2005.00022.x
20. McHale, S. M., Crouter, A. C., & Tucker, C. J. (2001). Free-time activities in middle childhood: Links with adjustment in early adolescence. Child Development, 72, 1764-1778. doi:10.1111/1467-8624.00377 http://dx.doi.org/10.1111/1467-8624.00377
21. Moss, P., & Tilly, C. (2001). Stories employers tell: Race, skill and hiring in America. New York: Russell Sage Foundation.
22. Osgood, D. W., Wilson, J. K., O’Malley, P. M., Bachman, J. G., & Johnston, L. D. (1996). Routine activities and individual deviant behavior. American Sociological Review, 61, 635-655. doi:10.2307/2096397 http://dx.doi.org/10.2307/2096397
23. Parker, W. C., Ninomiya, A., & Cogan, J. (1999). Educating world citizens: Toward multinational curriculum development. American Educational Research Journal, 36, 117-146.
24. Partnership for 21st Century Skills (2003). Learning for the 21st century. Washington, DC [http://www.21stcenturyskills.org].
25. Piaget, J. (1965). The moral judgement of the child. Translated by T. A. Brown and C. E. Kaegi. Palo Alto, CA: Annual Reviews.
26. Priest, S., & Gass, M. (1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.
27. Rhodes, J. E. (2004). The critical ingredient: Caring youth-staff relationships in after-school settings. New Directions in Youth Development: After-school worlds, Spring 2004, 145-161. doi:10.1002/yd.75 http://dx.doi.org/10.1002/yd.75
28. Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn, & R. Siegler (Eds.), Handbook of child psychology (5th ed., Vol. 2, pp. 679-744). New York: Wiley.
29. Secretary’s Commission on Achieving Necessary Skills (SCANS) (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: U.S. Department of Labor.
30. Selman, R. L. (2003). The promotion of social awareness: Powerful lessons from the partnership of developmental theory and classroom practice. New York: Russell Sage Foundation.
31. Sherif, M., & Sherif, C. (1964). Reference groups. Chicago: Regnery.
32. Snell, S. A., Shadur, M. A., & Wright, P. M. (2000). Human resources strategy: The era of our ways. In M. A. Hitt, E. Freeman, & J. S. Harrison (Eds.), Handbook of strategic management (pp. 627-649). Oxford, UK: Blackwell.
33. Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20, 503-530.
34. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications.
35. Sullivan, H. S. (1953). The interpersonal theory of psychology. New York: Norton.
36. Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York: Wiley.
37. Way, N. (1996). Between experiences of betrayal and desire: Close friendships among urban adolescents. In B. Leadbeater & N. Way (Eds.), Urban girls: Resisting stereotypes, creating identities. New York: NYU Press.
38. Youniss, J. (1980). Parents and peers in social development. Chicago: University of Chicago.