Individual

Family

School and Community

Adolescence

NRC and IOM (2002)

Positive development in adolescence

-Physical development (good health habits, good health risk management skills)

-Intellectual development (life, school, vocational skills; critical and rational thinking; cultural knowledge and competence)

-Psychological and emotional (self-esteem and self-regulation; coping, responsibility, problem solving; motivation and achievement; morality and values)

-Social development (connectedness to peers, family, community; attachment to institutions)

NRC and IOM (2002)

Features of positive developmental settings

-Physical and psychological safety

-Appropriate structure (limits, rules, monitoring, predictability)

-Supportive relationships

-Opportunities to belong (sociocultural identity formation, inclusion, etc.)

-Positive social norms (expectations, values)

-Support for efficacy and mattering

-Opportunities for skill building

-Integration of family, school, and community efforts

NRC and IOM (2002)

Features of positive developmental settings

-Physical and psychological safety

-Appropriate structure (limits, rules, monitoring, predictability)

-Supportive relationships

-Opportunities to belong (sociocultural identity formation, inclusion, etc.)

-Positive social norms (expectations, values)

-Support for efficacy and mattering

-Opportunities for skill building

-Integration of family, school, and community efforts

Young Adulthood

Arnett (2000)

Identity exploration in love, work, and world view

Subjective sense of adult status in self- sufficiency, making independent decisions, becoming financially independent

Arnett (2000)

Balance of autonomy and relatedness to family

Arnett (2000)

Opportunity for exploration in work and school

Masten, Obradovic, and Burt (2006)

Autonomy (behavioral and emotional)

Masten, Obradovic, and Burt (2006)

Connectedness to adults outside the family

Masten, Obradovic, and Burt (2006)

Future orientation/achievement motivation

 

 



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