Emilie Phillips Smith
Biographic Data
| ID | 87898 |
|---|---|
| NAME | Emilie Phillips Smith |
| GIVEN NAMES | Emilie Phillips |
| FAMILY NAME | Smith |
| SIGNATURE | SMITH E P |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0001-6751-2025 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 299 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
Neighborhood socioeconomic disadvantage and physical disorder, parenting strategies, and youths' future orientation
From Prevention and Intervention Research to Promotion of Positive Youth Development: Implications for Global Research, Policy and Practice with Ethnically Diverse Youth
Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis
This study sought to identify profiles of positive youth development (PYD) integrating racial-ethnic factors, specifically racial-ethnic pride and perceived racial-ethnic barriers in a sample of African American (77%) and Latino (23%) children ( N = 234, Mean age = 8). Using a latent profile analysis, we found three profiles: The High PYD, Proud & Optimistic (High PYD, racial-ethnic pride, and low perceived racial-ethnic barriers), the High PYD, …
Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice
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, and PYD as an instance of specific youth development programs - as a framework for reviewing scholarship involved in the PYD field across the second decade of the 21st century. Advances were made in all three domains and, as well, new issues emerged; chief among them was a …
Racism and preparation for bias within African American families
Objectives: Exposure to racism experienced by caregivers poses a threat to child developmental outcomes. The current study examines the effects of caregiver-experienced racism on the development of internalizing behaviors for African American children during a sensitive period in their development of racial awareness. Two aspects of caregiver-provided ethnic racial socialization (ERS), cultural socialization and preparation for bias, were assesse…
Child Maltreatment and Resilience: The Promotive and Protective Role of Future Orientation
Symptoms and synchrony: Mother and child internalizing problems moderate respiratory sinus arrhythmia concordance in mother–preadolescent dyads
Physiological synchrony, or concordance, among caregiver-child dyads involves the matching of biological states. Understanding this process is critical for enhancing our knowledge of the ways that the caregiver-child relationship supports child development. However, the meaning of physiological synchrony for child adjustment is poorly understood. This study examined physiological synchrony in respiratory sinus arrhythmia (RSA), an indicator of pa…
Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment
Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic…
Exploring the Meso-System: The Roles of Community, Family, and Peers in Adolescent Delinquency and Positive Youth Development
Community contexts are important ecological settings related to problem behavior and positive youth development (PYD). While substantial work has focused on neighborhood disadvantage, the current study explores the role of community assets, specifically linkages to important institutional resources and people in those settings. These concepts are explored in a cross-sectional sample of African American and White, male and female adolescent offend…
Measuring Afterschool Program Quality Using Setting-Level Observational Approaches
As the importance of afterschool hours for youth development is widely acknowledged, afterschool settings have recently received increasing attention as an important venue for youth interventions. A range of intervention programs have been in place, generally aiming at positive youth development through enhancing the quality of programs. A growing need has thus arisen for reliable and valid measures of afterschool quality. This study examined the…
Top‐Down, Bottom‐Up, and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence‐Based Practices
This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence‐based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Pa…
Measuring Collective Efficacy Among Children in Community‐based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development
Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170–183, 2000 ; Lerner et al. in Child Dev 71:11–20, 2000 ; Sampson et al. in Science 277:918–924, 1997 ). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem beha…
Introduction to the Special Issue on “Social and Motivational Processes in After-School Settings: Bridging Gaps Between Theory, Research, and Practice”
This special issue of the Journal of Early Adolescence presents research exploring the social and motivational processes thought to contribute to early adolescent engagement and participation in afterschool and out-of-school time as well as to targeted proximal and more distal developmental outcomes. Papers in the special issue address three broad themes, including (1) the role of internally and externally regulated motivation in joining programs…
Advances in Bridging Research and Practice: Introduction to the Second Special Issue on the Interactive System Framework for Dissemination and Implementation
The need for new ways to bridge the gap between research and practice is clear; the use of evidence‐based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence‐based programs, processe…
Using the Interactive Systems Framework in Understanding the Relation Between General Program Capacity and Implementation in Afterschool Settings
The present study uses the Interactive Systems Framework (ISF) to understand how general capacity influences the implementation of prevention programs in afterschool settings. Eight afterschool sites received the Good Behavior Game (GBG) intervention, a program designed to foster supportive behavioral management and positive youth behavior. In line with the Prevention Support System component of ISF, the intervention afterschool staff were traine…
Predictors of family participation in a multiple family group intervention for aggressive middle school students
The authors examine predictors of family participation in the G.R.E.A.T. Families Program of the Multisite Violence Prevention Project (MVPP), a four‐site collaboration examining student, teacher, and family interventions for middle school students. Teachers recruited two cohorts of sixth grade students, recognized as being aggressive and influential with their peers, and their families into a voluntary, 15‐session weekly program. Among the 643 f…
Piloting a classroom‐based intervention in after‐school programmes: A case study in science migration
Policy-makers are looking to after-school programs to improve family and child well-being and are searching for evidence-based ways to improve the quality of after-school programs. This study examines whether the Good Behavior Game, a behavior management curriculum designed for school classrooms, can be easily migrated to academically-focused after-school programs. Our results are based on program observations, qualitative interviews, and ratings…
A developmental perspective of the relationship of racial–ethnic identity to self-construct, achievement, and behavior in African American children
This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Be…
Cultural processes in parenting and youth outcomes: Examining a model of racial-ethnic socialization and identity in diverse populations
We review and summarize the findings across 7 studies contained in the special section titled, "Racial-Ethnic Socialization, Identity, and Youth Outcomes: Excavating Culture." These studies represent a significant advance for research in issues related to the impact of racial-ethnic socialization and identity on child outcomes. All 7 studies attempted to test in whole or part a hypothetical model in which ethnic-racial socialization in families o…
Parents' ethnic-racial socialization practices: A review of research and directions for future study
Recently, there has been an emergence of literature on the mechanisms through which parents transmit information, values, and perspectives about ethnicity and race to their children, commonly referred to as racial or ethnic socialization. This literature has sought to document the nature of such socialization, its antecedents in parents' and children's characteristics and experiences, and its consequences for children's well-being and development…
Home Chaos: Sociodemographic, Parenting, Interactional, and Child Correlates
We conducted 2 studies to (a) establish the usefulness of the construct of home chaos, (b) investigate its correlates, and (c) determine the validity of the Confusion, Hubbub, and Order Scale (CHAOS) used to measure the construct in each study. Study 1 relied on a sample of European American preschoolers and their mothers and Study 2 on a sample of African American school-age children and their caregivers. Home chaos was associated with less effe…
Family, School, and Community Factors and Relationships to Racial–Ethnic Attitudes and Academic Achievement
This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, a…
Latent Models of Family Processes in African American Families: Relationships to Child Competence, Achievement, and Problem Behavior
This study explored the assessment of family processes for a sample of African American kindergarten children, parents, and teachers involved in the EARLY ALLIANCE prevention trial. Using modified versions of the Family Assessment Measure, the Family Adaptability and Cohesion Evaluation Scales, the Family Beliefs Inventory, and the Deviant Beliefs measure, internal consistency analyses along with exploratory and confirmatory factor analyses provi…
Race, Ethnicity, and Culture in Studies of Families in Context: Introduction to the Special Section
Family scholars have developed a greater sensitivity to the relative neglect of families of color in research. However, there are a number of limitations in the research on families of color; specifically, race and ethnicity are often confounded with socioeconomic indicators and community of residence. This makes it difficult to identify the true effects of ethnicity and culture. In addition, race and ethnicity may interact with chronic poverty i…
Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial attitudes in early adolescence
Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial attitudes in early adolescence
Family, School, and Community Factors and Relationships to Racial–Ethnic Attitudes and Academic Achievement
This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, a…
Cultural processes in parenting and youth outcomes: Examining a model of racial-ethnic socialization and identity in diverse populations
We review and summarize the findings across 7 studies contained in the special section titled, "Racial-Ethnic Socialization, Identity, and Youth Outcomes: Excavating Culture." These studies represent a significant advance for research in issues related to the impact of racial-ethnic socialization and identity on child outcomes. All 7 studies attempted to test in whole or part a hypothetical model in which ethnic-racial socialization in families o…
Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice
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, and PYD as an instance of specific youth development programs - as a framework for reviewing scholarship involved in the PYD field across the second decade of the 21st century. Advances were made in all three domains and, as well, new issues emerged; chief among them was a …
Toward the Development of an Ethnic Identity Measure for African American Youth
This article describes the preliminary researchfindings on the Multi-Construct African American Identity Questionnaire, an instrument designed to measure several proposed components of racial/ethnic identity in African American adolescents. Data are presented on African American youth, ranging from 11 to 18 years of age, at two urban sites in the midwestern and southeastern United States. The psychometric properties of the instrument are examined…
A developmental perspective of the relationship of racial–ethnic identity to self-construct, achievement, and behavior in African American children
This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Be…
Race, Ethnicity, and Culture in Studies of Families in Context: Introduction to the Special Section
Family scholars have developed a greater sensitivity to the relative neglect of families of color in research. However, there are a number of limitations in the research on families of color; specifically, race and ethnicity are often confounded with socioeconomic indicators and community of residence. This makes it difficult to identify the true effects of ethnicity and culture. In addition, race and ethnicity may interact with chronic poverty i…
Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment
Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic…
Measuring Collective Efficacy Among Children in Community‐based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development
Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170–183, 2000 ; Lerner et al. in Child Dev 71:11–20, 2000 ; Sampson et al. in Science 277:918–924, 1997 ). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem beha…
Child Maltreatment and Resilience: The Promotive and Protective Role of Future Orientation
Using the Interactive Systems Framework in Understanding the Relation Between General Program Capacity and Implementation in Afterschool Settings
The present study uses the Interactive Systems Framework (ISF) to understand how general capacity influences the implementation of prevention programs in afterschool settings. Eight afterschool sites received the Good Behavior Game (GBG) intervention, a program designed to foster supportive behavioral management and positive youth behavior. In line with the Prevention Support System component of ISF, the intervention afterschool staff were traine…
Symptoms and synchrony: Mother and child internalizing problems moderate respiratory sinus arrhythmia concordance in mother–preadolescent dyads
Physiological synchrony, or concordance, among caregiver-child dyads involves the matching of biological states. Understanding this process is critical for enhancing our knowledge of the ways that the caregiver-child relationship supports child development. However, the meaning of physiological synchrony for child adjustment is poorly understood. This study examined physiological synchrony in respiratory sinus arrhythmia (RSA), an indicator of pa…
Advances in Bridging Research and Practice: Introduction to the Second Special Issue on the Interactive System Framework for Dissemination and Implementation
The need for new ways to bridge the gap between research and practice is clear; the use of evidence‐based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence‐based programs, processe…
Latent Models of Family Processes in African American Families: Relationships to Child Competence, Achievement, and Problem Behavior
This study explored the assessment of family processes for a sample of African American kindergarten children, parents, and teachers involved in the EARLY ALLIANCE prevention trial. Using modified versions of the Family Assessment Measure, the Family Adaptability and Cohesion Evaluation Scales, the Family Beliefs Inventory, and the Deviant Beliefs measure, internal consistency analyses along with exploratory and confirmatory factor analyses provi…
Racism and preparation for bias within African American families
Objectives: Exposure to racism experienced by caregivers poses a threat to child developmental outcomes. The current study examines the effects of caregiver-experienced racism on the development of internalizing behaviors for African American children during a sensitive period in their development of racial awareness. Two aspects of caregiver-provided ethnic racial socialization (ERS), cultural socialization and preparation for bias, were assesse…
Exploring the Meso-System: The Roles of Community, Family, and Peers in Adolescent Delinquency and Positive Youth Development
Community contexts are important ecological settings related to problem behavior and positive youth development (PYD). While substantial work has focused on neighborhood disadvantage, the current study explores the role of community assets, specifically linkages to important institutional resources and people in those settings. These concepts are explored in a cross-sectional sample of African American and White, male and female adolescent offend…
Introduction to the Special Issue on “Social and Motivational Processes in After-School Settings: Bridging Gaps Between Theory, Research, and Practice”
This special issue of the Journal of Early Adolescence presents research exploring the social and motivational processes thought to contribute to early adolescent engagement and participation in afterschool and out-of-school time as well as to targeted proximal and more distal developmental outcomes. Papers in the special issue address three broad themes, including (1) the role of internally and externally regulated motivation in joining programs…
Piloting a classroom‐based intervention in after‐school programmes: A case study in science migration
Policy-makers are looking to after-school programs to improve family and child well-being and are searching for evidence-based ways to improve the quality of after-school programs. This study examines whether the Good Behavior Game, a behavior management curriculum designed for school classrooms, can be easily migrated to academically-focused after-school programs. Our results are based on program observations, qualitative interviews, and ratings…
Top‐Down, Bottom‐Up, and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence‐Based Practices
This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence‐based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Pa…
Toward the Development of an Ethnic Identity Measure for African American Youth
This article describes the preliminary researchfindings on the Multi-Construct African American Identity Questionnaire, an instrument designed to measure several proposed components of racial/ethnic identity in African American adolescents. Data are presented on African American youth, ranging from 11 to 18 years of age, at two urban sites in the midwestern and southeastern United States. The psychometric properties of the instrument are examined…
Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial attitudes in early adolescence
Latent Models of Family Processes in African American Families: Relationships to Child Competence, Achievement, and Problem Behavior
This study explored the assessment of family processes for a sample of African American kindergarten children, parents, and teachers involved in the EARLY ALLIANCE prevention trial. Using modified versions of the Family Assessment Measure, the Family Adaptability and Cohesion Evaluation Scales, the Family Beliefs Inventory, and the Deviant Beliefs measure, internal consistency analyses along with exploratory and confirmatory factor analyses provi…
Race, Ethnicity, and Culture in Studies of Families in Context: Introduction to the Special Section
Family scholars have developed a greater sensitivity to the relative neglect of families of color in research. However, there are a number of limitations in the research on families of color; specifically, race and ethnicity are often confounded with socioeconomic indicators and community of residence. This makes it difficult to identify the true effects of ethnicity and culture. In addition, race and ethnicity may interact with chronic poverty i…
Family, School, and Community Factors and Relationships to Racial–Ethnic Attitudes and Academic Achievement
This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, a…
Home Chaos: Sociodemographic, Parenting, Interactional, and Child Correlates
We conducted 2 studies to (a) establish the usefulness of the construct of home chaos, (b) investigate its correlates, and (c) determine the validity of the Confusion, Hubbub, and Order Scale (CHAOS) used to measure the construct in each study. Study 1 relied on a sample of European American preschoolers and their mothers and Study 2 on a sample of African American school-age children and their caregivers. Home chaos was associated with less effe…
Parents' ethnic-racial socialization practices: A review of research and directions for future study
Recently, there has been an emergence of literature on the mechanisms through which parents transmit information, values, and perspectives about ethnicity and race to their children, commonly referred to as racial or ethnic socialization. This literature has sought to document the nature of such socialization, its antecedents in parents' and children's characteristics and experiences, and its consequences for children's well-being and development…
Piloting a classroom‐based intervention in after‐school programmes: A case study in science migration
Policy-makers are looking to after-school programs to improve family and child well-being and are searching for evidence-based ways to improve the quality of after-school programs. This study examines whether the Good Behavior Game, a behavior management curriculum designed for school classrooms, can be easily migrated to academically-focused after-school programs. Our results are based on program observations, qualitative interviews, and ratings…
A developmental perspective of the relationship of racial–ethnic identity to self-construct, achievement, and behavior in African American children
This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Be…
Cultural processes in parenting and youth outcomes: Examining a model of racial-ethnic socialization and identity in diverse populations
We review and summarize the findings across 7 studies contained in the special section titled, "Racial-Ethnic Socialization, Identity, and Youth Outcomes: Excavating Culture." These studies represent a significant advance for research in issues related to the impact of racial-ethnic socialization and identity on child outcomes. All 7 studies attempted to test in whole or part a hypothetical model in which ethnic-racial socialization in families o…
Predictors of family participation in a multiple family group intervention for aggressive middle school students
The authors examine predictors of family participation in the G.R.E.A.T. Families Program of the Multisite Violence Prevention Project (MVPP), a four‐site collaboration examining student, teacher, and family interventions for middle school students. Teachers recruited two cohorts of sixth grade students, recognized as being aggressive and influential with their peers, and their families into a voluntary, 15‐session weekly program. Among the 643 f…
Introduction to the Special Issue on “Social and Motivational Processes in After-School Settings: Bridging Gaps Between Theory, Research, and Practice”
This special issue of the Journal of Early Adolescence presents research exploring the social and motivational processes thought to contribute to early adolescent engagement and participation in afterschool and out-of-school time as well as to targeted proximal and more distal developmental outcomes. Papers in the special issue address three broad themes, including (1) the role of internally and externally regulated motivation in joining programs…
Advances in Bridging Research and Practice: Introduction to the Second Special Issue on the Interactive System Framework for Dissemination and Implementation
The need for new ways to bridge the gap between research and practice is clear; the use of evidence‐based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence‐based programs, processe…
Using the Interactive Systems Framework in Understanding the Relation Between General Program Capacity and Implementation in Afterschool Settings
The present study uses the Interactive Systems Framework (ISF) to understand how general capacity influences the implementation of prevention programs in afterschool settings. Eight afterschool sites received the Good Behavior Game (GBG) intervention, a program designed to foster supportive behavioral management and positive youth behavior. In line with the Prevention Support System component of ISF, the intervention afterschool staff were traine…
Measuring Collective Efficacy Among Children in Community‐based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development
Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170–183, 2000 ; Lerner et al. in Child Dev 71:11–20, 2000 ; Sampson et al. in Science 277:918–924, 1997 ). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem beha…
Measuring Afterschool Program Quality Using Setting-Level Observational Approaches
As the importance of afterschool hours for youth development is widely acknowledged, afterschool settings have recently received increasing attention as an important venue for youth interventions. A range of intervention programs have been in place, generally aiming at positive youth development through enhancing the quality of programs. A growing need has thus arisen for reliable and valid measures of afterschool quality. This study examined the…
Top‐Down, Bottom‐Up, and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence‐Based Practices
This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence‐based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Pa…
Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment
Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic…
Exploring the Meso-System: The Roles of Community, Family, and Peers in Adolescent Delinquency and Positive Youth Development
Community contexts are important ecological settings related to problem behavior and positive youth development (PYD). While substantial work has focused on neighborhood disadvantage, the current study explores the role of community assets, specifically linkages to important institutional resources and people in those settings. These concepts are explored in a cross-sectional sample of African American and White, male and female adolescent offend…
Symptoms and synchrony: Mother and child internalizing problems moderate respiratory sinus arrhythmia concordance in mother–preadolescent dyads
Physiological synchrony, or concordance, among caregiver-child dyads involves the matching of biological states. Understanding this process is critical for enhancing our knowledge of the ways that the caregiver-child relationship supports child development. However, the meaning of physiological synchrony for child adjustment is poorly understood. This study examined physiological synchrony in respiratory sinus arrhythmia (RSA), an indicator of pa…
Racism and preparation for bias within African American families
Objectives: Exposure to racism experienced by caregivers poses a threat to child developmental outcomes. The current study examines the effects of caregiver-experienced racism on the development of internalizing behaviors for African American children during a sensitive period in their development of racial awareness. Two aspects of caregiver-provided ethnic racial socialization (ERS), cultural socialization and preparation for bias, were assesse…
Child Maltreatment and Resilience: The Promotive and Protective Role of Future Orientation
From Prevention and Intervention Research to Promotion of Positive Youth Development: Implications for Global Research, Policy and Practice with Ethnically Diverse Youth
Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis
This study sought to identify profiles of positive youth development (PYD) integrating racial-ethnic factors, specifically racial-ethnic pride and perceived racial-ethnic barriers in a sample of African American (77%) and Latino (23%) children ( N = 234, Mean age = 8). Using a latent profile analysis, we found three profiles: The High PYD, Proud & Optimistic (High PYD, racial-ethnic pride, and low perceived racial-ethnic barriers), the High PYD, …
Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice
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, and PYD as an instance of specific youth development programs - as a framework for reviewing scholarship involved in the PYD field across the second decade of the 21st century. Advances were made in all three domains and, as well, new issues emerged; chief among them was a …
Psychology (25 works) · Developmental psychology (21 works) · Social Psychology (16 works) · Social Psychology (13 works) · Early Childhood Education and Development (12 works) · Youth Development and Social Support (12 works) · Sociology (11 works) · Ethnic group (10 works) · Racial and Ethnic Identity Research (9 works) · Medicine (8 works)