Beyond the "Village" Rhetoric: Creating Healthy Communities for Children and Adolescents

Autor/inn/en	Benson, Peter L.; Leffert, Nancy; Scales, Peter C.; Blyth, Dale A.
Titel	Beyond the "Village" Rhetoric: Creating Healthy Communities for Children and Adolescents
Quelle	In: Applied Developmental Science, 16 (2012) 1, S.3-23 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2012.642771
Schlagwörter	Adolescent Development; Change Strategies; Adolescents; Community Change; Community Role; Children; Socialization; Youth; Poverty; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Lösungsstrategie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Socialisation; Sozialisation; Armut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	The role of community in child and adolescent development is emerging as a significant area of theoretical inquiry, research, and application. This article describes the development and utilization of a comprehensive community change effort designed to increase the attention of all community members toward strengthening core developmental processes for children and adolescents. It describes the development of 2 theoretical constructs, that of developmental assets and of asset-building communities. It presents a conceptual overview of both constructs, a descriptive account of the developmental assets within a large aggregate sample of approximately 99,000 sixth to twelfth graders, and a summary of change strategies shaping asset-building movements in over 200 communities. (Contains 4 tables, 2 figures and 10 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10