Promoting Positive Youth Development

1. Applying Research about Adolescence in Real-World Settings: The Sample Case

Part I The Strengths of Youth: Self-Regulatory Capacities

2. Intentional Self Regulation in Youth: Applying Research Findings to Practice and Programs

3. The Regulation of Emotion in Adolescence

4. School Engagement, Academic Achievement, and Positive Youth Development

5. Building Hope for Positive Youth Development: Research, Practice, and Policy

Part II The Contexts of Youth: Developmental Assets

6. Youth-Adult Relationships and Positive Youth Development

7. Peer Relationships and Positive Youth Development

8. Promoting Healthy Lifestyles through Youth Activity Participation: Lessons from Research

Part III Positive Youth Development: Indexing Adaptive Developmental Regulations

9. The Five Cs Model of Positive Youth Development

10. Identity Development in Adolescence: Implications for Youth Policy and Practice

Part IV Outcomes of PYD: The Impact of Adaptive Developmental Regulations

11. Promoting Contribution among Youth: Implications from Positive Youth Development Research for Youth Development Programs

12. Promoting Adolescent Sexual Health in Youth Programming: Implications of a Positive Youth Development Perspective

13. A Positive Youth Development Approach to Bullying: Promoting Thriving and Reducing Problem Behaviors

14. Afterword: On the Contributions of the 4-H Study of Positive Youth Development

Edmond P. Bowers is a Research Assistant Professor at Tufts University. He received his doctorate in Applied Developmental and Educational Psychology from Boston College. His research interests include a focus on important non-parental adults and the various ways that these adults can promote positive development in young people. G. John Geldhof is an Assistant Professor at Oregon State University. He received his doctorate in Quantitative and Developmental Psychology from the University of Kansas. His research interests include quantitative methods, positive youth development and models of self-regulation. Sara K. Johnson is a research assistant professor at the Institute for Applied Research in Youth Development at Tufts University. Her work integrates the study of positive youth development, civic engagement and identity development using mixed-methods approaches.

"This book is both timely and relevant, as policy makers and individuals entrusted with the task of developing youth programs struggle with ways in which to promote positive youth development. ... Researchers in behavioral sciences ... and practitioners in guidance and youth developmental programs will find this book to be an extremely valuable reference guide. I highly recommend it as a necessary tool in the continuing effort to ensure that future youth development programs are grounded in evidence-based research." (Michael S. Goldsby, Doody's Book Reviews, March, 2016)

"This is a chock-full, scholarly volume that might best be lodged in a research library. Among its greatest assets in addition to some valuable findings is that it includes extensive and valuable reference lists and many useful suggestions for future research, following onthe 4-H Study." (Sherry Lynn Hatcher, PsycCRITIQUES, Vol. 61 (3), January, 2016)