Positive development models shift focus for intervention from avoiding problems, deficits, or
psychopathology to promoting skills, assets, and psychological well-being as the critical …

Community-based youth work, through which young people are engaged in community-
based educational spaces (CBES; eg, after-school programs, out-of-school time settings …

Abstract We use Hamilton's (1999) tripartite conception of the positive youth development
(PYD) literature–that is, PYD as a theoretical construct, PYD as a frame for program design …

This seventh edition of the Handbook of Child Psychology and Developmental Science
reflects the growing recognition that family and school are only two of the developmental …

After-school community-based spaces are often recognized in political and educational
discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an …

Approximately 2.4 million Black youth participate in after-school programs, which offer a
range of support, including academic tutoring, college preparation, political identity …

Interpersonal relationships during adolescence can be powerful avenues for personal
development. As school is a universal context for youth, positive teacher-student …

After-school programs offer young people opportunities for self-expression, exploring their
talents, and forming relationships with supportive adults. That is, after-school programs …

In this article, we explore how researchers can more fully consider and conceptualize the
role of race and ethnicity in studies of youth development programs, with an emphasis on …

The focus of this chapter is on coordination within schools of social and emotional learning
(SEL) with related prevention approaches, a necessary first step toward more systemic …