The 5Cs of positive youth development: their impact on symptoms of depression, anxiety, stress, and emotional distress in Chilean adolescents.

Effective approaches to addressing mental health challenges faced by adolescents require a deep understanding of the factors contributing to optimal development, well-being, and prosperity. From the perspective of Positive Youth Development (PYD), this study proposes to examine the relationship between the 5Cs of PYD (Competence, Confidence, Connection, Character, and Caring) and symptoms of depression, anxiety, stress, and emotional distress among Chilean adolescents. A quantitative, cross-sectional, non-experimental study was conducted with 425 adolescents (ages 12 to 19, M = 14.95, SD = 1.81) from three Chilean cities: Arica (23%), Alto Hospicio (32%), and Iquique (46%). Data analysis included the use of confirmatory factor analysis (CFA) and structural equation modeling (SEM). The results indicate that two of the 5Cs, Confidence and Connection, have a significant negative direct effect on the four evaluated criterion indicators. These findings contribute to the literature on positive youth development in Latin America and underscore the importance of fostering confidence and connection in interventions aimed at promoting the mental health of adolescents in Chile and in similar contexts.

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Purpose: Despite increased attention to the positive development of left-behind adolescents, research findings remain inconclusive. Utilizing latent profile analysis, we identified various positive development profiles among the left-behind adolescents and explored the association between resilience and positive development profiles, alongside the mediating role of making sense of adversity. Methods: A multi-stage cluster sampling procedure was employed, randomly selecting four provinces-Zhejiang, Guangdong, Henan, and Jiangxi-from the central and coastal regions. The sample comprised 718 left-behind adolescents recruited from primary and junior high schools across grades 4, 5, 7, and 8. Three scales were utilized, and analyses included latent profile analysis and mediation analysis. Results: Three latent subgroups of positive development among left-behind adolescents were identified: low, moderate, and high. Those with higher resilience and positive perceptions of adversity tended to belong to the high group rather than the low (ß = -0.45, p < 0.001; ß = -0.09, p < 0.001) or moderate group (ß = -0.23, p < 0.001; ß = -0.04, p < 0.05). Left-behind adolescents with higher negative perceptions of adversity tended to belong to the high group rather than the moderate group (ß = -0.07, p < 0.01). Mediation analysis revealed that resilience facilitated the development of positive appraisals of adversity, subsequently increasing the likelihood of being categorized into the high (95% CI of -0.09 to -0.03) or moderate group (95% CI of -0.05 to -0.01) rather than the low group. Conclusion: These findings hold significant implications for intervention formulation. Educators should focus on strengthening resilience and fostering positive perceptions of adversity among the low group. For the moderate group, maintaining moderate negative perceptions of adversity may stimulate the intrinsic potential for positive development more effectively.

Beyond developmental psychopathology: Positive child development.

The field of developmental psychopathology has made significant contributions to our understanding of both typical and atypical development. However, while there are established theories for developmental psychopathology with detailed criteria for pathological outcomes, there is less agreement regarding development under optimal conditions and the definition of positive outcomes. In this conceptual paper, I make the case that a better understanding of positive child development is crucial because it will not only advance our general knowledge on human development but also complement current work on developmental psychopathology. After defining positive development as the development of positive functioning in children, such as skills, strengths, competencies, and wellbeing, rather than the absence of problems, current concepts with relevance for positive development are reviewed, before highlighting gaps in our knowledge on positive development and suggestions for future research. Although several of the reviewed frameworks provide important contributions to the conceptualization of positive development, most of them focus on positive functioning in adults with limited consideration of development in the early years. More research is needed that specifically targets the development of positive outcomes from early childhood onward in order to develop a more comprehensive and holistic theory of positive child development.

A Novel Smartphone-Based Intervention Aimed at Increasing Future Orientation via the Future Self: a Pilot Randomized Controlled Trial of a Prototype Application.

We developed and tested a smartphone-based intervention, FutureU, that aims to stimulate future-oriented thinking and behavior by strengthening the degree to which people identify with their future self. In order to examine the potential of this intervention prototype and opportunities for further optimization, we evaluated 1) the immediate and long-term efficacy of the intervention, and 2) intervention effects after each of three intervention modules. To this end, we conducted a randomized controlled pilot study among first-year university students (N = 176). Results showed a decrease in goal commitment immediately after the intervention. At 3-months follow-up, trends showed an increase in future orientation and in self-efficacy. During the intervention, there was a positive effect on vividness of the future self after the first module. Although there is scope for improvement, the findings highlight the potential of the intervention to increase people's future-oriented thinking and behavior.

Sports Participation, Frequency, and Competence Differentially Impact Youth Depressive, Anxious, and Somatic Symptoms: Gender, Neighborhood, and Sports Type Effects.

Mental health problems are prevalent in adolescence, but sports participation may offer mental health benefits through this developmental period and beyond. Characteristics of sports participation including perceived frequency and competence may differentially predict adolescent depressive, anxious, and somatic symptoms over time and results may further vary according to gender, neighborhood context, and type of sport engagement. Data were collected at two time-points six months apart from an ethnically diverse sample of adolescents (N = 183, female = 51%). Youth sports participation and symptoms were measured using the Youth Self-Report (YSR; Achenbach & Rescorla, 2001). Path analyses were used to test for main and moderating effects of sports on symptoms. Results showed that categorical sports participation did not prospectively predict any type of internalizing symptoms, but perceived frequency and competence did. Competence predicted lower levels of symptoms while frequency predicted higher levels of symptoms. These results were further moderated by gender, neighborhood, and sport type such that frequency and competence predicted symptoms for girls and for youth in more resourced neighborhoods and who participated in team sports. These findings highlight the impact that sports participation can have on adolescent mental health in an ethnically diverse sample of urban youth.

Sexo, idade e tempo de prática influenciam o desenvolvimento de habilidades para a vida em praticantes de esportes adaptados? / Sex, age and practice time influence the development of life skills in adapted sports practitioners? / ¿El sexo, la edad y el tiempo de práctica influyen en el desarrollo de habilidades para la vida en los deportistas adaptados?

Este estudo de corte transversal investigou a percepção de desenvolvimento das habilidades para vida de 90 jovens com deficiência praticantes de modalidades individuais e coletivas, com 17.31 ± 1.35 anos e tempo de prática de 8.50± 5.38 meses de ambos os sexos (10 meninos e 78 meninas). Os instrumentos utilizados foram um questionário sociodemográfico a fim de caracterizar a amostra e a Escala de Habilidades para a Vida para o Esporte (P-LSSS) para avaliar as habilidades para a vida. A análise de dados foi conduzida por meio dos testes de Kolmogorov-Smirnov, teste t independente, e correlação de Pearson (p<0,05). Os resultados demonstraram que houve correlação positiva entre a idade e as habilidades de trabalho em equipe (r= 0,25), estabelecimento de metas (r = 0,24) e habilidades sociais (r = 0,22). Os praticantes do sexo masculino apresentaram escore superior nas dimensões trabalho em equipe (p=0,001), estabelecimento de metas (p=0,003), habilidades sociais (p=<0,001), solução de problemas (p<0,001) e habilidades emocionais (p=0,005). Os praticantes mais velhos apresentaram escores superiores na subescala de trabalho em equipe (p=0,039). Não houve diferença (p<0,05) em relação ao tempo de prática. Conclui-se que a idade e o sexo estão associados ao desenvolvimento das habilidades para vida em praticantes de esportes adaptados. (AU)

This cross-sectional study investigated the perception of life skills development among 90 young athletes with disabilities participating in individual and team sports, with an average age of 17.31 ± 1.35 years and an average practice time of 8.50 ± 5.38 months, including both genders (10 boys and 78 girls). The instruments used included a sociodemographic questionnaire in order to characterize the sample and the Life Skills in Sports Scale (P-LSSS) to assess life skills. Data analysis was conducted using Kolmogorov-Smirnov tests, independent t-tests, and Pearson correlation (p <0.05). The results demonstrated a positive correlation between age and teamwork skills (r = 0.25), goal setting (r = 0.24) and social skills (r = 0.22). Male athletes scored higher in teamwork dimensions (p = 0.001), goal setting (p = 0.003), social skills (p =<0.001), problem-solving (p <0.001) and emotional skills (p = 0.005). Older athletes had higher scores in the teamwork subscale (p = 0.039). There was no significant difference (p <0.05) in relation to practice time. In conclusion, age and gender are associated with the development of life skills in participants in adapted sports.

Este estudio transversal investigó la percepción del desarrollo de habilidades para la vida de 90 jóvenes con discapacidad que practican modalidades individuales y colectivas, con edad de 17.31 ± 1.35 años y tiempo de práctica de 8.50 ± 5.38 meses para ambos sexos (10 niños y 78 niñas). Los instrumentos utilizados fueron un cuestionario sociodemográfico con el fin de caracterizar la muestra y evaluar las habilidades para la vida, se utilizó la Escala de Habilidades de Vida para el Deporte (P-LSSS). El análisis de los datos se realizó mediante las pruebas de Kolmogorov-Smirnov, t independiente y correlación de Pearson (p <0,05). Los resultados mostraron que existe una correlación positiva entre la edad y las habilidades de trabajo en equipo (r = 0,25), el establecimiento de metas (r = 0,24) y las habilidades sociales (r = 0,22). Los practicantes masculinos obtuvieron una puntuación más alta en las dimensiones de trabajo en equipo (p = 0,001), establecimiento de metas (p = 0,003), habilidades sociales (p = <0,001), resolución de problemas (p <0,001) y habilidades emocionales (p = 0,005). Los practicantes mayores obtuvieron puntuaciones más altas en la dimensión de trabajo en equipo (p = 0,039). No hubo diferencia (p <0,05) con relación al tiempo de práctica. Se concluye que la edad y el sexo están asociados al desarrollo de habilidades para la vida en los practicantes de deportes adaptados.

Psychometric Properties and Measurement Invariance of the Positive Youth Development Scale - Turkish Version.

In this study, we translated to Turkish and evaluated the validity, reliability, and measurement invariance for respondent sex, grade level and analysis programs the Short Form and Very Short Form of the Positive Youth Development Scale (Turkish version). We had 435 youth, aged 11-17 years, complete the Short (34 items) and Very Short (17 items) Forms of the instrument. Confirmatory factor analysis revealed that both forms had a 5-factor structure, and validity testing showed good criterion-related correlation validity between this tool and the Satisfaction with Life Scale. The Short Form had adequate reliability coefficients, but the Very Short Form lacked sufficient reliability for some dimensions. Test-retest correlations were satisfactory for both forms. While the Short and Very Short Forms showed measurement invariance across gender and grade level, CFI, NNFI (TLI), and IFI values diverged between LISREL and AMOS analysis programs. In summary, our data suggest that the Short Form is a reliable measure of positive youth development, while the Very Short Form may not be as reliable due to insufficient confidence values.

Risk behaviors and well-being among Egyptian and Roma adolescents in Albania during the COVID-19 pandemic: Vulnerability and resilience in a positive youth development perspective.

Introduction: Egyptian and Roma communities represent two of the most deprived and stigmatized ethnic minorities in Albania. However, research investigating vulnerability and well-being in youth from these communities is scant. Even less is known among Egyptian and Roma adolescents who dropped-out of school. Within a Positive Youth Development framework, we investigated among Egyptian and Roma adolescents: (1) risk behaviors, well-being, and developmental assets (personal and contextual); (2) associations of developmental assets with risk behaviors and well-being; (3) specificities by ethnicity, gender, and education. Methods: A total of 201 Egyptian and Roma adolescents (Mage = 16.63, SDage = 1.80; 47% girls; 53% school dropouts) completed a series of questionnaires in a community setting in August 2020 (first wave of the COVID-19 pandemic). Results: Binomial, Poisson and linear regression models indicated that Egyptian and Roma adolescents reported similar and high levels of risk behaviors, with boys reporting overall more risk behaviors than girls. Low level of well-being and of personal and contextual assets were reported. Girls reported higher family assets, positive values and social competencies than boys. The situation of adolescents attending school was overall not better than that of youth who had dropped out. Higher positive identity was associated with higher well-being. Discussion: Intervention and prevention efforts are urgently needed to support minority adolescents' development during and in the aftermath of the pandemic. They should address the structural factors which limit the availability of personal and contextual resources in minority youth's lives. Interventions aimed at building safer neighborhoods and providing safe access to schools for minority youth should be a priority and are essential to prevent the widening of inequalities during and after this health emergency.

Impact of a mixed, multi-sport and comprehensive municipal after-school sports program / Impacto de un programa municipal de deporte extraescolar mixto, polideportivo y comprensivo

The purpose of this paper is to analyze the development of a non-competitive after-school sports program that promoted youth positive development in a Spanish town during the period that spans from 2011 to 2018. A sample of 4222 participants (2838 schoolchildren, 1071 family’s members, 261 sports leaders and coaches, and 52 PE teachers) involved in the after-school sports program were administered the annual questionnaire to evaluate the program. First, descriptive statistical analysis tests were performed. Spearman correlations analysis followed to establish relationships between studied variables. Results present a continuous improvement in the program as well as the sports facilities satisfaction, positive attitudes toward sport practice, positive stakeholders motor competence perception and educational quality. We conclude that non-competitive this after-school sports program has a higher potential to achieve better educational outcomes than in other sport competitive contexts of sports competition and increase recommended physical activity levels. (AU)

El propósito de este estudio es analizar el desarrollo de un programa deportivo extraescolar no competitivo que promovía el desarrollo positivo de los jóvenes en una ciudad española entre los años 2011 y 2018. Se administró el cuestionario anual para evaluar el Programa a una muestra de 4222 participantes (2838 escolares, 1071 familiares, 261 monitores/as deportivos y 52 profesores de educación física). Se realizaron análisis estadísticos descriptivos y correlacional de Spearman para establecer relaciones entre las variables estudiadas. Los resultados presentan una mejora continua en la satisfacción del Programa y de las instalaciones deportivas, las actitudes positivas hacia la práctica deportiva, la percepción positiva de la competencia motriz de los escolares y la calidad educativa. Se concluye que este programa extraescolar tiene un potencial superior para lograr mejores resultados educativos que en otros contextos anteriores de competición deportiva, así como favorecer el aumento de los niveles de actividad física recomendados. (AU)

Sources of Sport Satisfaction and Perceived Self-Efficacy Among Youth in a Competitive Environment.

Young people's sources of satisfaction in sport are an important indicator of their long-term sport participation. Contextual factors and an individual's internal dispositions act synergistically to determine a positive experience. We studied sources of sport satisfaction and perceived self-efficacy of 1,151 male and female youth athletes (M age = 14.72, SD = 1.56 years) in Brazil who were engaged in school state level competition. The participants responded to questionnaires on their sport satisfaction and perceived self-efficacy. We considered sex, training time, and last game results as independent variables in accessing participant differences in perceived satisfaction. We observed an increasing trend toward more significant satisfaction as sport experience increased. Perceived self-efficacy was a moderator for young participants' self-reported positive experience in sports. Thus, in our offer of evidence on sources of satisfaction in sport and perceived self-efficacy among youth in competition, we found the extent of the sport experience and self-efficacy to be important factors in the developmental pathway.

The intervening role of anxiety symptoms in associations between Self-Regulation and prosocial behaviors in U.S. Latino/a college students.

OBJECTIVE: The present study aimed to investigate the intervening role of anxiety symptoms in relations between self-regulation and multiple forms of prosocial behaviors in U.S. Latino/a college students. PARTICIPANTS: The sample is based on data from a cross-sectional study on college students' health and adjustment. Participants were 249 (62% women; M age =20 years; 86% U.S. born) college students who self-identified as Latino/a. METHODS: College students self-reported on their self-regulation, anxiety symptoms, and types and targets of prosocial behaviors using online surveys. Path analyses were conducted to test direct and indirect associations among the study variables. RESULTS: Self-regulation was directly and indirectly associated with several types of prosocial behaviors via anxiety symptoms. The hypothesized associations also differed by the target of helping. CONCLUSIONS: Our findings underscore a strengths-based view of the coping and mental health resources that predict positive well-being among U.S. Latino/a college students.

Efeitos da visão positiva de si sobre a saúde mental de crianças e adolescentes / Effects of positive self-view on the mental health of children and adolescents / Efectos de la autopercepción positiva en la salud mental de niños y adolescentes

A infância e a adolescência são permeadas por mudanças que podem favorecer ou prejudicar o pleno desenvolvimento. Atualmente o foco de atenção da Psicologia Positiva se atém aos aspectos que contribuem beneficamente para a saúde física e mental e previnem riscos. O objetivo do presente estudo foi testar os efeitos da visão positiva de si sobre a afetividade negativa, bem como entender sua relação com sexo e local de moradia. A amostra foi composta por 1.433 crianças/adolescentes, com idade média de 13,34 anos (SD = 2,74), maioria meninas (55,27%). Os resultados permitiram identificar que autoconceito, autoeficácia e autoestima tiveram um efeito preditivo e estavam relacionados negativamente com depressão, desamparo, desesperança e solidão; e que meninas e crianças residentes na zona rural apresentaram uma visão mais negativa de si

Childhood and adolescence are permeated by changes that can favor or hinder full development. Psychology's focus of positive attention is currently directed towards aspects that contribute to physical and mental health and prevent risks. The aim of the present study was to test the effects of a positive view of oneself on negative affectivity, as well as to understand its relationship with sex and place of residence. The sample consisted of 1433 children/adolescents, with a mean age of 13.34 years (SD = 2.74), mostly girls (55,27%). The results allowed us to identify that self-concept, self-efficacy and self-esteem had a predictive effect and were negatively related to depression, helplessness, hopelessness and loneliness; and that girls and children living in rural areas had a more negative view of themselves

La infancia y adolescencia están impregnadas de cambios que pueden favorecer o dificultar el pleno desarrollo. El foco de atención positiva en psicología se dirige hacia aspectos que contribuyen a la salud física y mental y previenen riesgos. El objetivo del presente estudio fue probar los efectos de una visión positiva de uno mismo sobre la afectividad negativa, así como comprender su relación con el sexo y lugar de residencia. La muestra fue de1433 niños/adolescentes, con una edad media de 13,34 años (DE = 2,74), mayoría niñas (55,27%). Los resultados mostraron que autoconcepto, autoeficacia y autoestima tenían un efecto predictivo y se relacionaban negativamente con depresión, desamparo, desesperanza y soledad, y que los niños/adolescentes que vivían en zonas rurales tenían una visión más negativa de ellos mismos

Assessing Adolescent Functioning from Different Perspectives: Extending the Validation of the Adolescent Functioning Scale (AFS).

The study aimed to provide further evidence for the validity of the 33-item Adolescent Functioning Scale (AFS) as a parent- and adolescent-report scale of adolescent adjustment. In separate samples of parents (N = 542; 88% female) and adolescents (N = 303; 60% female), confirmatory factor analyses supported the original 4-factor structure of the AFS. Analyses produced a 28-item parent measure, and a 27-item adolescent measure. Parent and adolescent versions included positive development, oppositional behaviour, antisocial behaviour and emotional problems subscales. Evidence for convergent and construct validity was provided through correlations with existing measures of adolescent functioning and parenting. The AFS demonstrated configural and metric invariance, but not scalar variance. The study provided support for the validity and reliability of the revised AFS for parents and adolescents. The strong psychometric properties, and brief and multi-dimensional nature of the AFS means that it will have utility in research and applied contexts.

Relationships between School Climate and Values: The Mediating Role of Attitudes towards Authority in Adolescents.

School climate is related to a wide variety of positive results at the school level; however, its relationship with the construct of values has received little attention, despite being a key variable in the development of personality. This study aimed to examine the direct and indirect relationships between school climate, attitudes towards authority, and values. The participants in this study were 2683 students (51.2% men and 48.8% women) from 32 schools aged between 12 and 20 years (M = 15.78 years, SD = 1.35). Two models of structural equations were estimated, and the model that best fit the data confirmed that school climate was indirectly related to values through attitudes towards authority. The reciprocal and interactive relationships between school climate, attitudes towards authority, and values are also discussed.

Adolescer in Time of COVID-19's Pandemic: Rationale and Construction Process of a Digital Intervention to Promote Adolescents' Positive Development.

The coronavirus pandemic has severely impacted children's and adolescents' lives due to policies and regulations implemented to slow the virus from spreading, which led to a loss of routine, structure, academic support, and social contacts. Literature also reports a lack of outdoor activity, inappropriate diet, and disruption of sleeping habits as affecting children's and adolescents' lifestyles and well-being. Remarkably, these consequent psychological, behavioral, and emotional changes can compromise their self-esteem, sense of self-efficacy, and self-concept, affecting their immune systems. These maladaptive coping strategies and associated effects may emerge as a failure to access some of the sources of support that might help them cope. Facing this crisis, we aimed at promoting well-being, growth, and the positive development of Portuguese adolescents through an intervention focused on positive coping strategies. We developed "Adolescer in time of COVID-19-A good practices Guide for adolescents in social distancing" as a digital document to be quickly disseminated online, answering the emergent needs of Portuguese youth between 13 and 18 years old during the COVID-19 pandemic. In this article, we present the rationale and process of construction of this intervention while living within a quarantine period, considering the restrictive measures adopted at the time.

Becoming More Rugged and Better Resourced: The R2 Resilience Program's© Psychosocial Approach to Thriving.

The past decade has seen growing interest in interventions that build resilience as a complementary practice to trauma-informed care. From school-based programs focused on self-regulation and academic success to programs that support the well-being of disadvantaged populations or healthcare workers at risk of burnout, the concept of resilience is being used most commonly for programming that builds the capacity of individuals to adapt under conditions of adversity. Critiques have raised concerns that resilience-promoting programs demonstrate bias toward changing individual-level factors such as cognitions (e.g., mindfulness and grit), behavior (e.g., expressing gratitude and changing personal routines), or attachments (e.g., feeling secure in relationships) which help people adapt to socially toxic situations without changing access to the resources they require to overcome exposure to adverse psychosocial factors. This trend belies advances to the theory of resilience which support a more contextualized, multisystemic understanding of how external protective factors (resources) enhance individual qualities (ruggedness) and vice versa. Building on a multisystemic description of resilience, the R2 Resilience Program© was developed and piloted with six different populations ranging from clients of urban social services to workers in a long-term care facility, managers in the health care sector, staff of a Fortune 500 corporation, students in a primary to grade 12 school, and adult volunteers affiliated with an international NGO. Focused on building both individual ruggedness and enhancing people's resources (the two Rs), the program provides contextualized content for each population by selecting from 52 resilience promoting factors with a strong evidence base to create training curricula that enhance the personal qualities and social, physical, and institutional resources most likely to support resilience. This paper reviews the justification for a multisystemic approach to designing resilience interventions and then explains the process of implementation of the R2 program. Preliminary findings are reported, which suggest the program is experienced as effective, with evaluations ongoing.

Dataset on the effect of extracurricular activities on positive youth development.

This article present dataset that reflects the perception of extracurricular activities and positive development among youth at 12 schools in Vietnam. In addition, the dataset also explores the relationship between extracurricular activities and positive youth development in Vietnam context. The dataset was collected from adolescents living in three provinces in Vietnam, including: Ha Noi, Nam Dinh, Nghe An and took place in March 2021. The final dataset included 416 fulfilled responses and was used for quantitative analysis through three steps, including: test coefficient alpha, exploratory factors analysis; confirming factors analysis; structural equation modelling. The dataset was obtained as a reference source for future research on positive youth development.