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October 23, 2010 1Education and Development
Richard M. Lerner
Richard M. Lerner
Institute for Applied Research in Youth De...
October 23, 2010 2Education and Development
Richard M. Lerner
Education and Development
Richard M. Lerner
October 23, 2010 3Education and Development
Richard M. Lerner
 Education should be more than just
the transmission of aca...
October 23, 2010 4Education and Development
Richard M. Lerner
 Development must encompass all
individual and social facet...
October 23, 2010 5Education and Development
Richard M. Lerner
 The positive development of youth
rests on integrating dev...
October 23, 2010 6Education and Development
Richard M. Lerner
 PYD needs civil society!
 Civil society needs PYD!
 We n...
October 23, 2010 7Education and Development
Richard M. Lerner
1. What is positive development?
2. What are the key ideas a...
October 23, 2010 8Education and Development
Richard M. Lerner
 G. Stanley Hall (1904), of Clark University,
founded the s...
October 23, 2010 9Education and Development
Richard M. Lerner
As early as the 1960s, research began to show that the
defic...
October 23, 2010 10Education and Development
Richard M. Lerner
 Most young people do NOT have a stormy
adolescent period....
October 23, 2010 11Education and Development
Richard M. Lerner
 Into much of the 1990s most
research continued to use Hal...
October 23, 2010 12Education and Development
Richard M. Lerner
 In the 1990s a new vision of the teen years emerged
from ...
October 23, 2010 13Education and Development
Richard M. Lerner
1. Because of the potential to
change, all youth have stren...
October 23, 2010 14Education and Development
Richard M. Lerner
4. These assets are found in families,
schools, faith insti...
October 23, 2010 15Education and Development
Richard M. Lerner
1. PYD is constituted by “Five Cs”:
The “Five Cs”
 Compete...
October 23, 2010 16Education and Development
Richard M. Lerner
2. Across adolescence, PYD occurs when
the strengths of you...
October 23, 2010 17Education and Development
Richard M. Lerner
3. Youth Development (YD) programs constitute key
developme...
October 23, 2010 18Education and Development
Richard M. Lerner
The 4-H Study of
Positive Youth Development
Education and D...
October 23, 2010 19Education and Development
Richard M. Lerner
Jen Agans
Mimi Arbeit
Edmond Bowers
Michelle Boyd
Paul Chas...
October 23, 2010 20Education and Development
Richard M. Lerner
 The 4-H Study is a cohort-
sequential longitudinal
invest...
October 23, 2010 21Education and Development
Richard M. Lerner
 We also are studying these new students longitudinally
 ...
October 23, 2010 22Education and Development
Richard M. Lerner
BOTH THE INITIAL AND THE MORE
RECENT FINDINGS FROM THE 4-H
...
October 23, 2010 23Education and Development
Richard M. Lerner
1. We can now talk about the strengths of youth by using a
...
October 23, 2010 24Education and Development
Richard M. Lerner
2. The strengths of young people – their internal
developme...
October 23, 2010 25Education and Development
Richard M. Lerner
3. There are four (4) Ecological Assets present in the
Fami...
October 23, 2010 26Education and Development
Richard M. Lerner
4. We know now what must be done to promote
PYD and Contrib...
October 23, 2010 27Education and Development
Richard M. Lerner
5. Youth Development (YD) programs constitute key
ecologica...
October 23, 2010 28Education and Development
Richard M. Lerner
Education and Development
Richard M. Lerner
October 23, 2010 29Education and Development
Richard M. Lerner
 Behavior
 Social Relationships
 Emotions
 Cognition
Co...
October 23, 2010 30Education and Development
Richard M. Lerner
Vice President, Research, America's Promise Alliance
Schola...
October 23, 2010 31Education and Development
Richard M. Lerner
Contribution involves
Active and Engaged Citizenship (AEC)1...
October 23, 2010 32Education and Development
Richard M. Lerner
“Those who share a
commitment to actively
engage in their
c...
October 23, 2010 33Education and Development
Richard M. Lerner
Education and Development
Richard M. Lerner
October 23, 2010 34Education and Development
Richard M. Lerner
The Scholarship of Michelle J. Boyd
Graduate Research Assis...
October 23, 2010 35Education and Development
Richard M. Lerner
Today, the ecology of youth development includes media of
...
October 23, 2010 36Education and Development
Richard M. Lerner
 One area of media use that warrants further exploration
w...
October 23, 2010 37Education and Development
Richard M. Lerner
 Assess longitudinally the links between news media use
(e...
October 23, 2010 38Education and Development
Richard M. Lerner
HOW DO WE PROMOTE AEC?
School- and Community-based YD Progr...
October 23, 2010 39Education and Development
Richard M. Lerner
How Do We Use the “Big 3” to
Promote the Cs of PYD as well
...
October 23, 2010 40Education and Development
Richard M. Lerner
THE GOOD SCHOOL
TRANSFORMING EDUCATION FOR
HAPPINESS, HEALT...
October 23, 2010 41Education and Development
Richard M. Lerner
 Development is a cumulative process that begins in the wo...
October 23, 2010 42Education and Development
Richard M. Lerner
 Youth have multiple attributes and skills that define
pos...
October 23, 2010 43Education and Development
Richard M. Lerner
RESEARCH
PRACTICE POLICY
ENHANCING THE PYD  CIVIL
SOCIETY ...
October 23, 2010 44Education and Development
Richard M. Lerner
 What actions predicated on the “Big Three,” of what durat...
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„Integrating Development, Education and Civic Engagement: Promoting Youth Contributions to Civil Society“

Vortrag: „Integrating Development, Education and Civic Engagement: Promoting Youth Contributions to Civil Society“ von Prof. Richard Lerner
Leiter des Instituts für Angewandte Forschung in Jugendentwicklung
an der Tufts University, USA am Samstag, 23.10.2010 im Landesinstitut für Lehrerbildung und Schulentwicklung Hamburg


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„Integrating Development, Education and Civic Engagement: Promoting Youth Contributions to Civil Society“

  1. 1. October 23, 2010 1Education and Development Richard M. Lerner Richard M. Lerner Institute for Applied Research in Youth Development Tufts University Education and Development Richard M. Lerner
  2. 2. October 23, 2010 2Education and Development Richard M. Lerner Education and Development Richard M. Lerner
  3. 3. October 23, 2010 3Education and Development Richard M. Lerner  Education should be more than just the transmission of academic knowledge  Education should prepare youth to live healthy, positive, and productive lives in their families, work places, and communities  Such holistic education should occur in families, schools, and throughout communities Education and Development Richard M. Lerner
  4. 4. October 23, 2010 4Education and Development Richard M. Lerner  Development must encompass all individual and social facets of the person for healthy, positive, and productive life paths to exist  Development involves positive functioning in all settings of life: Families, schools, and communities  To develop successfully, an individual must be supported in, and given the opportunity to contribute to, all these settings Education and Development Richard M. Lerner
  5. 5. October 23, 2010 5Education and Development Richard M. Lerner  The positive development of youth rests on integrating development and education within all settings of life  Therefore, healthy youth development– what we will term Positive Youth Development (PYD) – involves supporting the development of an individual’s specific abilities, interests, and life goals  Civil society should maximize the chances of such holistic, positive, individual development  PYD should, in turn, enhance civil society WHY LINK DEVELOPMENT, EDUCATION, AND CIVIC ENGAGEMENT? Education and Development Richard M. Lerner
  6. 6. October 23, 2010 6Education and Development Richard M. Lerner  PYD needs civil society!  Civil society needs PYD!  We need a PYD  Civil Society relation WHY LINK DEVELOPMENT, EDUCATION, AND CIVIC ENGAGEMENT? Education and Development Richard M. Lerner
  7. 7. October 23, 2010 7Education and Development Richard M. Lerner 1. What is positive development? 2. What are the key ideas associated with the PYD perspective? 3. Why is it important to study the links among PYD, education, and youth development (YD) programs pertinent to engaged citizenship? 4. What does research tell us about these links? 5. What are the implications of research for practice and policy? Education and Development Richard M. Lerner
  8. 8. October 23, 2010 8Education and Development Richard M. Lerner  G. Stanley Hall (1904), of Clark University, founded the study of adolescence.  Hall defined adolescence as a period of universal and inevitable, biologically- based “storm and stress.”  Therefore, according to Hall, Anna Freud, and Erik Erikson, adolescence was a period of crisis and disturbance.  These ideas resulted in the view that adolescents were "broken" or in danger of becoming "broken."  For almost all of the 20th century most research about adolescence was based on this deficit conception of young people. Education and Development Richard M. Lerner
  9. 9. October 23, 2010 9Education and Development Richard M. Lerner As early as the 1960s, research began to show that the deficit model was not in fact true:  There are problems that occur during adolescence. BUT there are problems that occur in infancy, childhood, and adulthood as well.  All age periods have challenges, and the fact that there are life problems in the teenage years does not in and of itself make it a special period.  The adolescent years may have some age-typical problems, but so too do all other age periods.  Adolescents who have an especially stormy decade also tend to have had a problematic childhood as well.  The stereotypes of adolescent problems evaporate in the light of actual research. Education and Development Richard M. Lerner
  10. 10. October 23, 2010 10Education and Development Richard M. Lerner  Most young people do NOT have a stormy adolescent period.  Although adolescents spend increasingly more time with peers than with parents, most adolescents still value their relationships with parents enormously.  Most adolescents have core values (e.g., about the importance of education in one’s life, about social justice, and about spirituality) that are consistent with those of their parents.  Most adolescents select friends who share these core values. Education and Development Richard M. Lerner
  11. 11. October 23, 2010 11Education and Development Richard M. Lerner  Into much of the 1990s most research continued to use Hall’s deficit model to study adolescence.  Literally hundreds of millions of dollars continue to be spent each year in the United States to reduce the problems “caused” by the alleged deficits of adolescents.  These problems include alcohol use and abuse; unsafe sex and teenage pregnancy; school failure and drop out; crime and delinquency; and depression and self-harming behaviors. Education and Development Richard M. Lerner
  12. 12. October 23, 2010 12Education and Development Richard M. Lerner  In the 1990s a new vision of the teen years emerged from biology and developmental science.  This is the Positive Youth Development (PYD) perspective. The Birth of a New Phase In the Scientific Study of Adolescence Education and Development Richard M. Lerner
  13. 13. October 23, 2010 13Education and Development Richard M. Lerner 1. Because of the potential to change, all youth have strengths. 2. All contexts have strengths as well. These strengths are resources that may be used to promote positive youth development. 3. These resources are termed “developmental assets”. They are the “social nutrients” needed for healthy development. Education and Development Richard M. Lerner
  14. 14. October 23, 2010 14Education and Development Richard M. Lerner 4. These assets are found in families, schools, faith institutions, youth serving organizations, and the community more generally. 5. If the strengths of youth are combined with ecological developmental assets, then positive, healthy development may occur. 6. We should be optimistic that it is in our power to promote positive development among ALL youth and to create more asset-rich settings supporting such development among ALL youth. Education and Development Richard M. Lerner
  15. 15. October 23, 2010 15Education and Development Richard M. Lerner 1. PYD is constituted by “Five Cs”: The “Five Cs”  Competence  Confidence  Character  Connection  Caring Contribution Education and Development Richard M. Lerner
  16. 16. October 23, 2010 16Education and Development Richard M. Lerner 2. Across adolescence, PYD occurs when the strengths of young people are aligned with the resources for healthy development (“developmental assets”) present in their  Families,  Schools, and  Communities Education and Development Richard M. Lerner
  17. 17. October 23, 2010 17Education and Development Richard M. Lerner 3. Youth Development (YD) programs constitute key developmental assets promoting PYD. YD programs are marked by the presence of the “Big 3”: 1. Sustained, positive adult-youth relations; 2. Skill building activities; and 3. Youth participation and leadership. Education and Development Richard M. Lerner
  18. 18. October 23, 2010 18Education and Development Richard M. Lerner The 4-H Study of Positive Youth Development Education and Development Richard M. Lerner
  19. 19. October 23, 2010 19Education and Development Richard M. Lerner Jen Agans Mimi Arbeit Edmond Bowers Michelle Boyd Paul Chase Kristen Fay Sonia Issac Koshy Heidi Johnson Megan Kiely Mueller Selva Lewin-Bizan Jacqueline V. Lerner Jarrett Lerner Richard M. Lerner Alicia Doyle Lynch Christopher Napolitano Marie Pelletier Bice Erin Phelps Kristina Schmid Amy E.A. Warren Michelle Weiner Education and Development Richard M. Lerner
  20. 20. October 23, 2010 20Education and Development Richard M. Lerner  The 4-H Study is a cohort- sequential longitudinal investigation  Beginning in 5th Grade, we are following some youth through 12th Grade (and we hope for at least one year past high school)  To adjust for the loss of participants and to maintain statistical power, we have added new students in 6th , 7th , 8th grades, etc. Education and Development Richard M. Lerner
  21. 21. October 23, 2010 21Education and Development Richard M. Lerner  We also are studying these new students longitudinally  Therefore, the sample size increases across the study  To date, we have sampled about 7,000 youth and 3,500 parents from 43 states Education and Development Richard M. Lerner
  22. 22. October 23, 2010 22Education and Development Richard M. Lerner BOTH THE INITIAL AND THE MORE RECENT FINDINGS FROM THE 4-H STUDY HAVE CHANGED RESEARCH AND PRACTICE IN YOUTH DEVELOPMENT Education and Development Richard M. Lerner
  23. 23. October 23, 2010 23Education and Development Richard M. Lerner 1. We can now talk about the strengths of youth by using a scientifically-validated set of positive terms: PYD is constituted by “Five Cs,” and PYD is linked to youth Contribution The “Five Cs”  Competence  Confidence  Character  Caring  Connection Contribution Education and Development Richard M. Lerner
  24. 24. October 23, 2010 24Education and Development Richard M. Lerner 2. The strengths of young people – their internal developmental assets – can be measured by three characteristics:  Selection of goals  Optimization (developing strategies and means for reaching one’s goals)  Compensation (in the face of failure or blocked goals) This is the SOC model! Education and Development Richard M. Lerner
  25. 25. October 23, 2010 25Education and Development Richard M. Lerner 3. There are four (4) Ecological Assets present in the Families, Schools, and Communities of Youth:  Individuals  Institutions  Collective Action  Access In each setting INDIVIDUALS are always the most important asset! Education and Development Richard M. Lerner
  26. 26. October 23, 2010 26Education and Development Richard M. Lerner 4. We know now what must be done to promote PYD and Contribution: Across adolescence, positive youth development occurs when the strengths of young people are aligned with the ecological resources for healthy development present in their communities Education and Development Richard M. Lerner
  27. 27. October 23, 2010 27Education and Development Richard M. Lerner 5. Youth Development (YD) programs constitute key ecological assets promoting PYD YD programs are effective in promoting PYD when they are marked by the presence of the “Big 3,” that is: 1. Sustained, positive adult-youth relations; 2. Life skill building activities; and 3. Youth participation and leadership. Education and Development Richard M. Lerner
  28. 28. October 23, 2010 28Education and Development Richard M. Lerner Education and Development Richard M. Lerner
  29. 29. October 23, 2010 29Education and Development Richard M. Lerner  Behavior  Social Relationships  Emotions  Cognition Contribution DOES involve behavioral engagement with one’s world. But there is more. Contribution involves: How do we study such a conception of Contribution? Education and Development Richard M. Lerner
  30. 30. October 23, 2010 30Education and Development Richard M. Lerner Vice President, Research, America's Promise Alliance Scholar-in-Residence, Institute for Applied Research in Youth Development, Senior Fellow, Tisch College of Citizenship and Public Service, Tufts University America's Promise Alliance: •The nation’s largest cross-sector partnership dedicated to improving the lives of America’s children •Partners include the Boys and Girls Clubs of America, State Farm Insurance, Ford Motor Company, and America’s largest educational associations and governmental associations On the national, state, and local level, America's Promise Alliance: •Raises awareness about the most pressing needs and most effective, positive youth development solutions for young people •Engages in advocacy for policies and practices that support the holistic needs and strengths of young people •Creates opportunities for action in states and in local communities to support young people Education and Development Richard M. Lerner
  31. 31. October 23, 2010 31Education and Development Richard M. Lerner Contribution involves Active and Engaged Citizenship (AEC)1 : Civic duty Civic skills Neighborhood social connection Civic participation 1 Based on data from the 4-H Study. WHAT CONSTITUTES “CONTRIBUTION?” Education and Development Richard M. Lerner
  32. 32. October 23, 2010 32Education and Development Richard M. Lerner “Those who share a commitment to actively engage in their communities to build stronger, healthier, and safer communities.” AEC, According to Jonathan M. Tisch College of Citizenship and Public Service at Tufts  How to measure AEC:  Sense of civic duty  Confidence about and ability (skills) to effect change  Social connection to one’s community  Participation in civic behaviors  AEC doesn’t necessarily mean successful engagement  Engagement is formative and not succeeding can lead to positive development Education and Development Richard M. Lerner
  33. 33. October 23, 2010 33Education and Development Richard M. Lerner Education and Development Richard M. Lerner
  34. 34. October 23, 2010 34Education and Development Richard M. Lerner The Scholarship of Michelle J. Boyd Graduate Research Assistant, Institute for Applied Research in Youth Development Graduate Research Assistant & Study Coordinator, Tisch College of Citizenship and Public Service, Tufts University Research Interests: Media effects Civic socialization and development Communication competence Media literacy Relationship between news media use and civic engagement among adolescents Education and Development Richard M. Lerner
  35. 35. October 23, 2010 35Education and Development Richard M. Lerner Today, the ecology of youth development includes media of different qualities as well as greater access to such media It may be that media is a salient contextual influence on the development of youth More needs to be learned about what media youth use, the patterns of usage, the purposes for media use, and the nature and range of the outcomes related to such media use, including potentially positive outcomes. Education and Development Richard M. Lerner
  36. 36. October 23, 2010 36Education and Development Richard M. Lerner  One area of media use that warrants further exploration with regard to positive development is adolescents’ use of news media.  Data from the 4-H Study of Positive Youth Development was used to assess the relation among 8th graders of use of media for information on politics and current events and AEC (civic duty, civic skills, neighborhood social connection, and civic participation).   Overall news media use contributed significantly to the prediction of both civic skills and civic participation, but not to civic duty and neighborhood social connection. Education and Development Richard M. Lerner
  37. 37. October 23, 2010 37Education and Development Richard M. Lerner  Assess longitudinally the links between news media use (e.g., involving newspapers and the Internet) and civic engagement  Consider how media literacy “builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy” (Center for Media Literacy). Education and Development Richard M. Lerner
  38. 38. October 23, 2010 38Education and Development Richard M. Lerner HOW DO WE PROMOTE AEC? School- and Community-based YD Programs (Marked by the “Big 3” Program Characteristics) influence PYD and Civic Behaviors Education and Development Richard M. Lerner
  39. 39. October 23, 2010 39Education and Development Richard M. Lerner How Do We Use the “Big 3” to Promote the Cs of PYD as well as Community Contribution and Leadership Education and Development Richard M. Lerner
  40. 40. October 23, 2010 40Education and Development Richard M. Lerner THE GOOD SCHOOL TRANSFORMING EDUCATION FOR HAPPINESS, HEALTH, AND SUCCESS IN LIFE Education and Development Richard M. Lerner
  41. 41. October 23, 2010 41Education and Development Richard M. Lerner  Development is a cumulative process that begins in the womb (with healthy prenatal care) and continues throughout life  ◦ Invest early… ◦ …And keep investing throughout the first two decades of life  A young person develops within multiple contexts (e.g., family, school, and community) that interactively support the positive development of the child ◦ Provide “glue money”’ to bring together the community, school, and family ◦ Improve the quality of each of these contexts  Education and Development Richard M. Lerner
  42. 42. October 23, 2010 42Education and Development Richard M. Lerner  Youth have multiple attributes and skills that define positive development (e.g., the “Five Cs” of PYD) ◦ Broaden accountability indicators beyond academic ones ◦ Focus on youth strengths   Developmental contexts and the young person interact: There should be a fit between the strengths and needs of the youth and the supports (and deficit reductions) in developmental contexts ◦ Apply components of effective youth programming ◦ Embed youth development principles into teacher and counselor training Education and Development Richard M. Lerner
  43. 43. October 23, 2010 43Education and Development Richard M. Lerner RESEARCH PRACTICE POLICY ENHANCING THE PYD  CIVIL SOCIETY RELATIONSHIP Education and Development Richard M. Lerner
  44. 44. October 23, 2010 44Education and Development Richard M. Lerner  What actions predicated on the “Big Three,” of what duration, with what youth, in what communities, at what points in adolescence, will result in what features of positive youth development and youth contributions to self, family, community, and civil society? Or, more simply:  How do we use civic engagement programs promoting integration to foster mutually beneficial relations between healthy youth and a nation marked by social justice, democracy, and liberty? Education and Development Richard M. Lerner

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Vortrag: „Integrating Development, Education and Civic Engagement: Promoting Youth Contributions to Civil Society“ von Prof. Richard Lerner Leiter des Instituts für Angewandte Forschung in Jugendentwicklung an der Tufts University, USA am Samstag, 23.10.2010 im Landesinstitut für Lehrerbildung und Schulentwicklung Hamburg

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