Thriving

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Thriving is a condition beyond mere survival, implying growth and positive development.

‘Net positive’, from Positive Development (PD) theory, is a new paradigm in sustainable development and design. PD theory was first detailed in Positive Development (2008). A net positive system/structure would ‘give back to nature and society more than it takes’ over its life cycle. In contrast, ‘sustainable development’ - in the real-world context of population growth, biodiversity losses, cumulative pollution, wealth disparities and social inequities - closes off future options. To reverse direction, development must, among other sustainability criteria, increase nature beyond pre-human conditions. PD develops the tools to enable net positive design and development.

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Youth development

The synthesis of existing lines of research has given a lens through which to view research, theory, and practice in the field of youth development. [1] Whereas positive youth development theory has focused on resiliency and competence, thriving encourages youth development researchers, scholars, and practitioners to view youth as community and social assets to be nurtured and developed. 4-H Center for Youth Development researchers, Heck, Subramaniam, and Carlos (2010), capture it this way: “Thriving is intentional and purposeful. It connotes optimal development across a variety of life domains, such as social, academic and professional/career development, towards a positive purpose.”

Positive youth development

Positive youth development (PYD) programs are designed to optimize youth developmental progress.

Youth time of life when one is young

Youth is the time of life when one is young, and often means the time between childhood and adulthood (maturity). It is also defined as "the appearance, freshness, vigor, spirit, etc., characteristic of one who is young". Its definitions of a specific age range varies, as youth is not defined chronologically as a stage that can be tied to specific age ranges; nor can its end point be linked to specific activities, such as taking unpaid work or having sexual relations without consent.

Thriving in youth is an upward trajectory marked by: The knowledge of and ability to tap into inner sources of motivation, or spark (Benson, 2008); [2] an incremental, growth mindset oriented towards learning (Dweck, 2006); [3] and the goal management skills necessary to succeed and grow. Youth who are on the path to reaching their fullest potential possess the following indicators of thriving: Love of learning; life skills; healthy habits; emotional competence; social skills; positive relationships; spiritual growth; character; caring; confidence; persistent resourcefulness; and purpose.

Despite the concept of thriving having existed in clinical and medical literature and research for many years, its application to positive youth development has evolved more recently. Starting in 2000, the Thrive Foundation for Youth stimulated a study of thriving within the field of positive youth development. Making significant investments in scientific research to define thriving in youth and ways that caring adults can encourage youth thriving trajectories. The Thrive Foundation for Youth funded prominent scientists in the field of positive youth development to define thriving and indicators of thriving.

The University of California 4-H Youth Development Program [4] is the first youth development organization in the country to utilize the thriving framework and concepts on a large scale basis, focusing on statewide youth-adult partnership training and positive youth outcome evaluation. [5]

Youth-adult partnership is the title of a conscious relationship which establishes and sustains intergenerational equity between young people and adults.

See also

Eudaimonia, sometimes anglicized as eudaemonia or eudemonia, is a Greek word commonly translated as happiness or welfare; however, "human flourishing or prosperity" has been proposed as a more accurate translation. Etymologically, it consists of the words "eu" ("good") and "daimōn" ("spirit"). It is a central concept in Aristotelian ethics and political philosophy, along with the terms "aretē", most often translated as "virtue" or "excellence", and "phronesis", often translated as "practical or ethical wisdom". In Aristotle's works, eudaimonia was used as the term for the highest human good, and so it is the aim of practical philosophy, including ethics and political philosophy, to consider what it really is, and how it can be achieved.

Failure to thrive condition of children whose current weight or rate of weight gain is much lower than expected

Failure to thrive (FTT) indicates insufficient weight gain or inappropriate weight loss in pediatric patients unless the term is more precisely defined. In children, it is usually defined in terms of weight, and can be evaluated either by a low weight for the child's age, or by a low rate of increase in the weight.

This page is primarily concerned with juvenile delinquency in the United States..For information on juvenile delinquency in general, see juvenile delinquency. In addition, although the term juvenile delinquency often refers to juvenile as both the victims and the aggressors, this page only refers to juveniles as the actual delinquents. The information and statistics for juveniles as victims rather than offenders is much different. For information about juveniles as the victims of violent attacks, see trafficking of children, child abuse, child sexual abuse, or prostitution of children.

Related Research Articles

Developmental psychology scientific study of changes that occur in human beings over the course of their lives

Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions: physical development, cognitive development, and socioemotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.

Adolescence transitional stage of physical and psychological development that generally occurs during the period from puberty to legal adulthood

Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to legal adulthood. Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier and end later. For example, puberty now typically begins during preadolescence, particularly in females. Physical growth and cognitive development can extend into the early twenties. Thus, age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Conduct disorder (CD) is a mental disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms are violated. These behaviors are often referred to as "antisocial behaviors." It is often seen as the precursor to antisocial personality disorder, which is per definition not diagnosed until the individual is 18 years old.

Youth culture the way adolescents live, and the norms, values, and practices they share

Youth culture is the way adolescents live, and the norms, values, and practices they share. Culture is the shared symbolic systems, and processes of maintaining and transforming those systems. Youth culture differs from the culture of older generations.

Peer group

In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person’s beliefs and behaviour. Peer groups contain hierarchies and distinct patterns of behavior. In a high school setting for example,18 year olds are a peer group with 14 year olds because they share similar and paralleled life experiences in school together. In contrast, teachers do not share students as a peer group because teachers and students fall into two different roles and experiences.

Extracurricular or extra academic activity (EAA) are those that fall outside the realm of the normal curriculum of school or university education, performed by students. Extracurricular activities exist for all students.

William Damon American psychologist

William Damon is a professor at Stanford University, Director of the Stanford Center on Adolescence, and senior fellow at Stanford University's Hoover Institution. He is one of the world's leading researchers on the development of purpose in life and the author of the influential book The Path to Purpose. Damon also helped develop innovative educational methods such as peer collaboration, project-based learning, and the youth charter. His current work includes a scientific study that explores the development of purpose and other psychological capacities and a study of how people find new purposes later in life. Dr. Damon writes on intellectual and social development through the lifespan. He is the founding editor of New Directions for Child and Adolescent Development and editor-in-chief of The Handbook of Child Psychology. Damon has been elected to the National Academy of Education and the American Academy of Arts and Sciences. In January 2018, Damon was named one of "The 50 Most Influential Psychologists in the World".

Relational aggression or alternative aggression is a type of aggression in which harm is caused by damaging someone's relationships or social status. Although it can be used in many contexts and among different age groups, relational aggression among adolescents in particular, has received a lot of attention.

Paul B. Baltes was a German psychologist whose broad scientific agenda was devoted to establishing and promoting the life-span orientation of human development. He was also a theorist in the field of the psychology of aging. He has been described by American Psychologist as one of the most influential developmental psychologists.

Emerging adulthood is a phase of the life span between adolescence and full-fledged adulthood which encompasses late adolescence and early adulthood, proposed by Jeffrey Arnett in a 2000 article in the American Psychologist. It primarily describes people living in developed countries, but it is also experienced by young people in urban wealthy families in the Global South. The term describes young adults who do not have children, do not live in their own home, or do not have sufficient income to become fully independent. Arnett suggests emerging adulthood is the distinct period between 18 and 25 years of age where adolescents become more independent and explore various life possibilities. Arnett argues that this developmental period can be isolated from adolescence and young adulthood. Emerging adulthood is a new demographic, is contentiously changing, and some believe that twenty-somethings have always struggled with "identity exploration, instability, self-focus, and feeling in-between". Arnett called this period "roleless role" because emerging adults do a wide variety of activities, but are not constrained by any sort of "role requirements". The developmental theory is highly controversial within the developmental field, and developmental psychologists argue over the legitimacy of Arnett's theories and methods.

Positive adult development is a subfield of developmental psychology that studies positive development during adulthood. It is one of four major forms of adult developmental study that can be identified, according to Michael Commons; the other three forms are directionless change, stasis, and decline. Commons divided positive adult developmental processes into at least six areas of study: hierarchical complexity, knowledge, experience, expertise, wisdom, and spirituality.

Ethnic identity development or ethnic-racial identity (ERI) development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one’s overarching self-concept and identification. It is distinct from the development of ethnic group identities.

Richard M. Lerner is professor of psychology at Tufts University, occupying the Bergstrom Chair in Applied Developmental Science. Also at Tufts, he directs the Institute for Applied Research in Youth Development.

Religious Identity is a specific type of identity formation. Particularly, it is the sense of group membership to a religion and the importance of this group membership as it pertains to one's self-concept. Religious identity is not necessarily the same as religiousness or religiosity. Although these three terms share a commonality, religiousness and religiosity refer to both the value of religious group membership as well as participation in religious events. Religious identity, on the other hand, refers specifically to religious group membership regardless of religious activity or participation.

Peter Lorimer Benson (1946–2011) was a psychologist and CEO/President of Search Institute. He pioneered the developmental assets framework, which became the predominant approach to research on positive facets of youth development. According to the American Psychologist,

When [Benson] introduced the developmental assets [approach] in 1989, the predominant approach to youth development was naming youth problems and trying to prevent them. In contrast, the assets approach focused on building strengths. The developmental assets framework became the predominant positive youth development approach in the world, cited more than 17,000 times, and the framework and surveys developed to measure the assets have been used with more than 3 million youths in more than 60 countries.

Some common childhood onset chronic illnesses are cystic fibrosis, cerebral palsy, juvenile diabetes, juvenile rheumatoid arthritis, and cancer. Chronic illness is often a risk factor for developing psychopathologies, due to the psychological toll it takes on the children and their developing brains. Approximately 10 million children in the United States suffer from a childhood onset chronic illness.

In social and developmental psychology, an individual's implicit theory of intelligence refers to his or her fundamental underlying beliefs regarding whether or not intelligence or abilities can change, developed by Carol Dweck and colleagues.

Robert L. Selman is an American-born educational psychologist and perspective-taking theorist. who specializes in adolescent social development. He is married to Anne Selman and father to Jesse Selman and Matt Selman. He is the Roy E. Larsen Professor of Education and Human Development at the Harvard Graduate School of Education (HGSE) and a Professor of Psychology in Medicine at Harvard University. Robert Selman founded the Risk and Prevention masters program —at the Harvard Graduate School of Education in 1992,— and served as its first director through to 1999. Selman served as the chair of the Human Development and Psychology department at HGSE from 2000 to 2004. At the Harvard Medical School, he is professor of psychology in the Department of Psychiatry, where he serves as senior associate at the Judge Baker Children's Center and at the Department of Psychiatry at Children's Hospital Boston.

The dual systems model, also known as the maturational imbalance model, is a theory arising from developmental cognitive neuroscience which posits that increased risk-taking during adolescence is a result of a combination of heightened reward sensitivity and immature impulse control. In other words, the appreciation for the benefits arising from the success of an endeavor is heightened, but the appreciation of the risks of failure lags behind.

References

  1. Heck, K., Subramaniam, A., Carlos, R. (Spring 2010) "The Step-It-Up-2-Thrive Theory of Change" http://www.ca4h.org/files/4046.pdf
  2. Scales, P. C. (2012, December). "Finding the Student Spark: Missed Opportunities in School Engagement" Search Institute Insights & Evidence, 5 (1) http://www.search-institute.org/system/files/I%2526E-Nov-2010-Brief.pdf%5B%5D
  3. Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). "Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention" Child Development, Vol. 78, No. 1, pp. 246-263. https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Implicit%20Theories%20of%20Intelligence%20Predict%20Achievement%20Across%20an%20Adolescent%20Transition.pdf
  4. University of California 4-H Youth Development Program http://www.ca4h.org/About/Thrive/
  5. University of California, Division of Agriculture and Natural Resources. (2010) "Healthy Families and Communities Strategic Initiative Plan" http://ucanr.org/sites/HFC/files/57631.pdf

Further reading