Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development

Child Development

Volumn 88, Issue 4, 2017, Pages 1115-1124

  Eichas, Kyle ^a   Montgomery, Marilyn J ^b   Meca, Alan ^c   Kurtines, William M ^d  

^a TARLETON STATE UNIVERSITY   (United States)

^b Northwest Christian University   (United States)

^c OLD DOMINION UNIVERSITY   (United States)

^d FLORIDA INTERNATIONAL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADOLESCENT BEHAVIOR; ADOLESCENT DEVELOPMENT; AFRICAN AMERICAN; BEHAVIOR; FEMALE; GROUP THERAPY; HISPANIC; HUMAN; MALE; PROCEDURES; PSYCHOLOGY; SCHOOL; TREATMENT OUTCOME; VULNERABLE POPULATION;

ADOLESCENT; ADOLESCENT BEHAVIOR; ADOLESCENT DEVELOPMENT; AFRICAN AMERICANS; FEMALE; HISPANIC AMERICANS; HUMANS; MALE; POWER (PSYCHOLOGY); PSYCHOTHERAPY, GROUP; SCHOOLS; TREATMENT OUTCOME; VULNERABLE POPULATIONS;

EID: 85020270414     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12866     Document Type: Article

References (38)

1. Bauer, D. J., Preacher, K. J., & Gil, K. M. (2006). Conceptualizing and testing random indirect effects and moderated mediation in multilevel models: New procedures and recommendations. Psychological Methods, 11, 142–163. https://doi.org/10.1037/1082-989X.11.2.142
2. Berman, S. L., Kurtines, W., Silverman, W., & Serafini, L. (1996). The impact of exposure to crime and violence on urban youth. American Journal of Orthopsychiatry, 66, 329–336. https://doi.org/10.1037/h0080183
3. Berzonsky, M. D. (2004). Identity processing style, self-construction, and personal epistemic assumptions: A social-cognitive perspective. European Journal of Developmental Psychology, 1, 303–315. https://doi.org/10.1080/17405620444000120
4. Bonds, D. D., Wolchik, S. A., Winslow, E., Tein, J., Sandler, I. N., & Millsap, R. E. (2010). Developmental cascade effects of the New Beginnings Program on adolescent adaptation outcomes. Developmental Psychopathology, 22, 771–784. https://doi.org/10.1017/S0954579410000453
5. Carter, P. L., & Reardon, S. F. (2014). Inequality matters. New York, NY: William T. Grant Foundation. Retrieved from http://wtgrantfoundation.org/library/uploads/2015/09/Inequality-Matters.pdf
6. Coatsworth, J. D., Palen, L. A., Sharp, E. H., & Ferrer-Wreder, L. (2006). Self-defining activities, expressive identity, and adolescent wellness. Applied Developmental Science, 10, 157–170. https://doi.org/10.1207/s1532480xads1003_5
7. Crocetti, E., Erentait≐, R., & Žukauskien≐, R. (2014). Identity styles, positive youth development, and civic engagement in adolescence. Journal of Youth and Adolescence, 43, 1818–1828. https://doi.org/10.1007/s10964-014-0100-4
8. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Basic Books.
9. Dade County Public Schools. (1986). District comprehensive dropout prevention plan. Miami, FL: Dade County Public Schools. Retrieved from ERIC database. (ED277788)
10. Eichas, K., Meca, A., Montgomery, M. J., & Kurtines, W. M. (2014). Identity and positive youth development: Advances in developmental intervention science. In K. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 337–354). Oxford, UK: Oxford University Press.
11. Elder, G. H., Jr., & Shanahan, M. J. (2006). The life course and human development. In R. M. Lerner (Ed.) & W. Damon (Series Ed.), Theoretical models of human development: Vol. 1. The handbook of child psychology (Chap. 12, 6th ed., pp. 665–715). New York, NY: Wiley.
12. Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: Norton.
13. Ferrer-Wreder, L., Lorente, C. C., Kurtinees, W., Briones, E., Bussell, J., Berman, S., & Arrufat, O. (2002). Promoting identity development in marginalized youth. Journal of Adolescent Research, 17, 168–187. https://doi.org/10.1177/0743558402172004
14. Freire, P. (1983). Pedagogy of the oppressed. New York, NY: Herder & Herder. (Original work published 1970)
15. Guerra, N. G., & Bradshaw, C. P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development and risk prevention. In N. G. Guerra & C. P. Bradshaw (Eds.), Core competencies to prevent problem behaviors and promote positive youth development. New Directions for Child and Adolescent Development, 122, 1–17. https://doi.org/10.1002/cd.225
16. Jaccard, J., & Turrisi, R. (2003). Interaction effects in multiple regression. Thousand Oaks, CA: Sage.
17. Kurtines, W. M., Berman, S. L., Ittel, A., & Williamson, S. (1995). Moral development: A co-constructivist perspective. In W. M. Kurtines & J. L. Gewirtz (Eds.), Moral development: An introduction (pp. 337–376). New York, NY: Wiley.
18. Kurtines, W. M., Ferrer-Wreder, L., Berman, S. L., Lorente, C. C., Silverman, W. K., & Montgomery, M. J. (2008). Promoting positive youth development: New directions in developmental theory, methods, and research. Journal of Adolescent Research, 23, 233–244. https://doi.org/10.1177/0743558408314372
19. Kurtines, W. M., Montgomery, M. J., Arango, L. L., Kortsch, G., Albrecht, R., Garcia, A., … Eichas, K. (2008). Promoting positive youth development: Relational data analysis (RDA). Journal of Adolescent Research, 23, 291–309. https://doi.org/10.1177/0743558408314379
20. Kurtines, W. M., Montgomery, M. J., Eichas, K., Ritchie, R., Garcia, A., Albrecht, R., … Lorente, C. C. (2008). Promoting positive development in troubled youth: A Developmental Intervention Science outreach research approach. Identity: An International Journal of Theory and Research, 8, 125–138. https://doi.org/10.1080/15283480801938515
21. Larsen, R. W., & Angus, R. M. (2011). Adolescents’ development of skills for agency in youth programs: Learning to think strategically. Child Development, 82, 277–294. https://doi.org/10.1111/j.1467-8624.2010.01555.x
22. Lerner, R. M., Freund, A. M., De Stefanis, I., & Habermas, T. (2001). Understanding developmental regulation in adolescence: The use of the selection, optimization, and compensation model. Human Development, 44, 29–50. https://doi.org/10.1159/000057039
23. Lerner, R. M., Lerner, J. V., Bowers, E. P., & Geldhof, G. J. (2015). Positive youth development and relational-developmental-systems. In W. F. Overton & P. C. M. Molenaar (Eds.), & R. M. Lerner (Series Ed.), Theory and method: Vol. 1. Handbook of child psychology and developmental science (Chap. 16, 7th ed., pp. 607–651). New York, NY: Wiley.
24. Lewis, K., & Burd-Sharps, S. (2015). Zeroing in on place and race. New York, NY: Social Science Research Council, Measure of America Project. Retrieved from http://ssrc-static.s3.amazonaws.com/wp-content/uploads/2015/06/MOA-Zeroing-In-Final.pdf
25. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83–104. https://doi.org/10.1037//1082-989X.7.1.83
26. Maslow, A. (1968). The farther reaches of human nature. New York, NY: Penguin.
27. Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Developmental Psychopathology, 22, 491–495. https://doi.org/10.1017/S0954579410000222
28. Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user's guide (6th ed.). Los Angeles, CA: Author.
29. Peterson, J. L., & Zill, N. (1986). Marital disruption, parent–child relationships, and behavioral problems in children. Journal of Marriage and the Family, 48, 295–307. https://doi.org/10.2307/352397
30. Rausch, J. R., Maxwell, S. E., & Kelly, K. (2003). Analytical methods for questions pertaining to randomized pretest, posttest, follow-up design. Journal of Clinical Child and Adolescent Psychology, 32, 467–486. https://doi.org/10.1207/S15374424JCCP3203_15
31. Rinaldi, R. L., Meca, A., Eichas, K., Kurtines, W. M., Albrecht, R. E., & Goodletty, S. (2012). The development of a qualitative extension for the Personally Expressive Activities Questionnaire (PEAQ-QE): A construct validation study. Identity, 12, 320–344. https://doi.org/10.1080/15283488.2012.716378
32. Rosenthal, D. A., Gurney, R. M., & Moore, S. M. (1981). From trust to intimacy: A new inventory for examining Erikson's stages of psychosocial development. Journal of Youth and Adolescence, 10, 525–537. https://doi.org/10.1007/BF02087944
33. Selig, J. P., & Preacher, K. J. (2008, June). Monte Carlo method for assessing mediation: An interactive tool for creating confidence intervals for indirect effects [Computer software]. Retrieved from http://quantpsy.org/
34. Sharp, E. H., & Coatsworth, J. D. (2012). Adolescent future orientation: The role of identity discovery in self-defining activities and context in two rural samples. Identity, 12 129–156. https://doi.org/10.1080/15283488.2012.668731
35. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
36. Tolan, P. (2014). Future directions for positive development intervention research. Journal of Clinical Child and Adolescent Psychology, 43, 686–694. https://doi.org/10.1080/15374416.2014.936604
37. Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678. https://doi.org/10.1037/0022-3514.64.4.678
38. Waterman, A. S. (2014). Identity as internal processes: How the “I” comes to define the “me”. In K. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 195–209). Oxford, UK: Oxford University Press.