Vol 18, No 2 (2009)
For decades, psychology narrowly focused on deviance, deficit, and disorder. Now a new paradigm is emerging as heralded in Character Strengths and Virtues by Christopher Peterson and Martin Seligman. This issue highlights recent research in positive psychology and draws on earlier studies of pro-social groups and resilience science. Guest editor is Erik Laursen of the Academy for Positive Peer Culture.
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Peacemaking Circles and Urban Youth: Bringing Justice Home
Robert P. Inkster, John H. Hoover
Culture and Development
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Extending Childhood into the Teen Years: "Infantilization" and Its Consequences
Rodney Skager
Young people sandwiched between childhood and adulthood often rebel when adults treat them like children rather than with the respect that acknowledges their intelligence and potential.
Positive Peer Culture with German Youth
Christoph Steinebach, Ursula Steinebach
Positive Peer Culture (PPC) was implemented in a German setting serving adolescent boys with behavioral problems and delinquency. Multiple quantitative and qualitative evaluations over a three-year period show reductions in violence and increases in prosocial behavior and self-esteem.
Young Carers: Mature Before Their Time
Grant Charles, Tim Stainton, Sheila Marshall
“Young carers” are children or youth who assume adult responsibilities in their vulnerable families. Rather than pathologize this situation, how can we help young carers meet their own developmental needs as well as those of their families?
Building Strengths of Character: Keys to Positive Youth Development
Nansook Park
Character strengths are foundations of positive youth development and thriving. Good character is plural, not singular, comprised of a family of positive traits manifest in one’s thoughts, feelings, and behaviors. Recent research findings show that character strengths are related to academic success, life satisfaction, and well-being for children and youth.
Educational Innovations
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Talent Hunts for Academic and Behavioral Success
Jannie Laursen
A school principal describes the application of the Clifton Youth Strengths Explorer assessment developed by the Gallup organization. A fifth-grade girl who was in frequent conflict with peers and teachers was helped to identify her strengths and develop more effective emotional and academic coping skills.
Juvenile Justice
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Juvenile Justice and a Strengths Perspective: Complement or Clash?
Michael D. Clark
Does the new realm of positive psychology and strength-based strategies complement or clash with the remedial discipline of social control traditionally practiced in juvenile justice programs?
Made in America: The Global Youth Justice Movement
Scott Bernard Peterson
With more than 1,200 local Youth and Teen Court programs in America—Europe, Australia, Asia, and Canada are now implementing this model to harness the positive peer influence of youth volunteers to reduce juvenile crime.
Treatment and Family
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Positive Psychology
Christopher Peterson
Positive psychology is a deliberate correction to the focus of psychology on problems. Positive psychology does not deny the difficulties that people may experience but does suggest that sole attention to disorder leads to an incomplete view of the human condition.
Positive Youth Cultures and the Developing Brain
Erik K. Laursen
The maturation of the adolescent brain requires opportunities to interact in group situations which facilitate concern for others, problem solving, and responsible behavior. The purposeful design of positive youth cultures supports the brain’s development and prepares youth for participation in a democratic society.
Resiliency and Native American Teenagers
Sheryl Feinstein, Christopher Driving-Hawk, Jyl Baartman
A group of successful students in a reservation school were interviewed to identify qualities associated with resilience. Classroom surveys also showed resiliency was related to support or strain from family and peers.
Life Space Crisis Intervention: If I Give You the iPod, I Lose
Mark D. Freado, Kraig Stockstill
A seemingly minor problem with a young person in a program can awaken an enlightened staff to recognize how policies, systems, or practices create or contribute to problems. Their response is to model responsibility. Young people are then exposed to examples of the adults around them practicing what they preach.
