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Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development
Kyle Eichas1, Marilyn J Montgomery2, Alan Meca3
1Tarleton State University.
Child Development
|June 9, 2017
Summary
Positive youth development (PYD) interventions can help marginalized adolescents build self-awareness and achieve life goals. This study shows a self-transformative model effectively supports positive youth development in alternative high school settings.
Area of Science:
- Developmental Psychology
- Adolescent Psychology
- Educational Psychology
Background:
- Positive Youth Development (PYD) is crucial for adolescent well-being.
- Marginalized youth populations often face unique challenges in development.
- Alternative high schools serve diverse adolescent populations needing targeted support.
Purpose of the Study:
- To evaluate a positive youth development (PYD) intervention for adolescents in alternative high schools.
- To test the efficacy of a self-transformative model of PYD.
- To examine intervention effects on self-development processes and internalizing problems.
Main Methods:
- A sample of 209 African American and Hispanic American adolescents (aged 14-18) participated.
- The intervention was guided by a self-transformative model of PYD.
- Data analysis examined direct and mediated intervention effects.
Main Results:
- The intervention demonstrated positive effects on self-construction, self-discovery, and identity synthesis.
- Results supported intervention impacts on life goal development.
- The PYD intervention was associated with reductions in internalizing problems.
Conclusions:
- The self-transformative model of PYD is effective for supporting positive development in marginalized adolescents.
- Interventions grounded in self-transformation can foster crucial developmental processes.
- Findings highlight the utility of PYD for youth in alternative educational settings.
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