Social, emotional, and behavioral (SEB) skills encompass a wide range of competencies
related to how individuals build and maintain relationships, understand and manage …

Interests in the strengths of youth, the plasticity of human development, and the concept of
resilience coalesced in the 1990s to foster the development of the concept of positive youth …

Interests in the strengths of youth, the plasticity of human development, and the concept of
resilience coalesced in the 1990s to foster the development of the concept of positive youth …

Using the tripartite conception of positive youth development (PYD) suggested by Hamilton
(1999)—as a developmental process, a philosophy or approach to youth programming, and …

Individuals use social, emotional, and behavioral (SEB) skills to build and maintain social
relationships, regulate emotions, and manage goal-directed behaviors. A promising …

Students' gradual disconnection from school in adolescence, as reflected in decreased
school engagement, has been demonstrated in several cultures and is of great concern to …

Adolescents are not resilient. Resilience is also not a functional feature of the ecology of
adolescent development (eg, as may be represented by the concept of “protective factors”) …

Hope—a multidimensional positive motivational state—is particularly salient with
adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions …

Resources to promote positive development in young people have been identified in many
contexts such as families, schools, neighborhoods, and out-of-school time programs. The …

The growing consensus among developmental scientists argues that optimizing young
people's development requires much more than simply ensuring that they avoid negative …