Hazel, C. E. (2016). Adolescence and developmental considerations. In C. E. Hazel, Applying psychology in the schools book series. Empowered learning in secondary schools: Promoting positive youth development through a multitiered system of supports (pp. 41-66). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/14896-003
As discussed in Chapter 1, the positive youth development (PYD) model postulates that six strengths are required for optimal youth development: competence, confidence, connection, character, caring and compassion, and contribution. In secondary school settings, these strengths can be developed across the four critical domains of development: academic, vocational, emotional, and social (AVES). The model posits that development is plastic; however, this plasticity is constrained by innate characteristics, past development, and current context (J. V. Lerner, Phelps, Forman, & Bowers, 2009). Therefore, development is viewed as relatively plastic, and the goal is to match the characteristics of individuals with ecologies that promote positive developmental change. When a youth is successfully and consistently demonstrating the six strengths across the four development domains, he or she is thriving. In this chapter, I review psychodynamic, humanistic, social learning, positive psychology, and neuropsychology theories of adolescent development. Understanding the various ways to conceptualize the development of adolescents provides a foundation for promoting the six strengths. Table 3.1 provides an overview of the developmental theories and their application to promoting PYD in secondary schools. (PsycINFO Database Record (c) 2016 APA, all rights reserved)