Descriptors

Opposite Poles

Opportunities for Skill Building

Opportunities to learn physical, intellectual, psychological, emotional, and social skills; exposure to intentional learning experiences; opportunities to learn cultural literacies, media literacy, communication skills, and good habits of mind; preparation for adult employment; and opportunities to develop social and cultural capital.

Practice that promotes bad physical habits and habits of mind; and practice that undermines school and learning.

Integration of Family, School, and Community Efforts

Concordance; coordination; and synergy among family, school, and community.

Discordance; lack of communication; and conflict.

promote both current adolescent well-being and future successful transitions to adulthood.

Serving Diverse Youth at the Community Level

Many different individual organizations provide community programs for youth; each has its own unique approach and activities. How communities organize youth policies, as well as support individual programs, also varies from community to community. For example, the organizing body might be the mayor’s office, a local government agency, or a community foundation. A private intermediary organization or an individual charismatic leader, such as a minister or a rabbi, might also organize such efforts. However, it is often the case that there is no single person or group that is responsible for either monitoring the range and quality of community programs for youth or making sure that information about community programs is easily accessible to members of the community.

Conclusion
  • Adolescents who spend time in communities that are rich in developmental opportunities for them experience less risk and show evidence of higher rates of positive development. A diversity of program



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