1. Social Contexts and Adolescent Development Jacquelynne S. Eccles University of California, Irvine INID Meeting February 8, 2014

2. Goals Describe some of the “average” changes we see in motivation and socio-emotional development during adolescence Describe some of the “average” changes we see in motivation and socio-emotional development during adolescence Relate these changes to changes adolescents in the USA experience as they make the transition from elementary to secondary school in order to illustrate how one can use a developmental approach to study person context interactions Relate these changes to changes adolescents in the USA experience as they make the transition from elementary to secondary school in order to illustrate how one can use a developmental approach to study person context interactions

3. Goals Discuss more broadly how we need to think about assessing social contexts in order to study their impact on human development. Discuss more broadly how we need to think about assessing social contexts in order to study their impact on human development.

4. Changes in Motivation Associated with Adolescent Development Decline in General Interest in School and Other Adult Dominated and Created Activities Decline in General Interest in School and Other Adult Dominated and Created Activities Leading to increased school disengagement in the most extreme cases Leading to increased school disengagement in the most extreme cases Increases in school burn out Increases in school burn out Increase in Interest in Peer Acceptance and Peer Dominated and Created Activities Increase in Interest in Peer Acceptance and Peer Dominated and Created Activities Leading to increases in involvement in risky behaviors in the most extreme cases Leading to increases in involvement in risky behaviors in the most extreme cases

5. Changes in Motivation Associated with Adolescent Development Increasing Salience of Identity-Related Developmental Needs, Which Can Lead to: Increasing Salience of Identity-Related Developmental Needs, Which Can Lead to: Increases in the salience of social group memberships and social identities Increases in the salience of social group memberships and social identities Increases in concern with one’s personal identity Increases in concern with one’s personal identity Increasing need to balance the need to fit in Increasing need to balance the need to fit in with the need to stand out.

6. Changes in Motivation Associated with Adolescent Development Increasing Desire for Autonomy in One’s Own Behavioral Regulation Increasing Desire for Autonomy in One’s Own Behavioral Regulation Increasing Concern with the Relevance of What One is Doing for One’s Current and Future Goals. Increasing Concern with the Relevance of What One is Doing for One’s Current and Future Goals. Increasing Salience of Sexual Desires Increasing Salience of Sexual Desires

7. More Specific Changes in Achievement- Related Motivation Associated with Adolescent Development Decline in Confidence in Some Academic Disciplines Decline in Confidence in Some Academic Disciplines Math and Physical Science for Many Students Math and Physical Science for Many Students Literacy-Related Subject Areas for Some Students Literacy-Related Subject Areas for Some Students Decline in Subjective Task Value attached to Some Academic Disciplines Decline in Subjective Task Value attached to Some Academic Disciplines Math and Physical Science for Many Students Math and Physical Science for Many Students Literacy-Related Subject Areas for Some Students Literacy-Related Subject Areas for Some Students

8. Specific Changes in Achievement-Related Motivation Associated with Adolescent Development Increase in Test Anxiety and in the Relation of Test Anxiety to School Performance and Intrinsic Motivation Increase in Test Anxiety and in the Relation of Test Anxiety to School Performance and Intrinsic Motivation Increase in School Burn Out Increase in School Burn Out

9. More Specific Changes in Achievement-Related Motivation Associated with Adolescent Development Increase in Extrinsic Motivational Orientation Increase in Extrinsic Motivational Orientation Work for Grades and Tests Work for Grades and Tests Decrease in Intrinsic Motivational Orientation Decrease in Intrinsic Motivational Orientation Work for Enjoyment of Subject and Desire to Learn Work for Enjoyment of Subject and Desire to Learn

10. More Specfici Achievement-Related Changes in Motivation Associated with Adolescent Development Increase in Ego-Focused and Performance-Oriented Motivation (Nicholls, Ames, Midgley, Maehr, Elliott) Increase in Ego-Focused and Performance-Oriented Motivation (Nicholls, Ames, Midgley, Maehr, Elliott) Focus on Doing Better than Others Focus on Doing Better than Others Focus on Avoiding Doing Worse than Other Focus on Avoiding Doing Worse than Other Decline in Mastery Motivation Decline in Mastery Motivation Focus on Learning to be Learning Focus on Learning to be Learning Increase in Endorsement of View that Ability is Stable Entity rather than Incremental Skill (Dweck) Increase in Endorsement of View that Ability is Stable Entity rather than Incremental Skill (Dweck)

11. Change in Mental Health Indictors During Early and Middle Adolescence General Affective Experience Inner Conflict/Negative AffectSlight increase from age 11 to 15; StressIncrease from age 11 to 15; girls>boys LonelinessMixed results; goes up slightly in USA Self-ConsciousnessSlight increase from age 11 to 15 Perceived Anonymity/VictimizationIncreases across secondary school Feelings of Belonging in SchoolDecreases across secondary school General Self-Perceptions Self-EsteemDrops initially and then increases in High School Years

12. Change in Mental Health Indicators During Early and Middle Adolescence Depression and Suicide Depressive SymptomatologyIncreases during early adolescence; Girls>Boys Suicide Attempts and CompletionsIncreases during adolescence Problem Behaviors Delinquency-Truancy-SuspensionIncreases in early adolescence; Boys>Girls Substance Use/AbuseIncreases across adolescence (e.g. cigarettes, alcohol, marijuana, etc.)

13. Why? Most common explanations of such group level “developmental” phenomena by psychologists often focus on the biological changes associated with maturation Most common explanations of such group level “developmental” phenomena by psychologists often focus on the biological changes associated with maturation In this case with the maturational changes associated with puberty In this case with the maturational changes associated with puberty Hormone Changes Hormone Changes Brain Developmental Changes Brain Developmental Changes

14. Why? Alternatively we could look to shared social transitions that create what look like “stage- related” maturational changes Alternatively we could look to shared social transitions that create what look like “stage- related” maturational changes If many individuals share similar types of shifts in their social contexts, then we may see average levels changes in individual level functioning that reflect these social contextual shifts rather than, or in conjunction with, shared maturational changes. If many individuals share similar types of shifts in their social contexts, then we may see average levels changes in individual level functioning that reflect these social contextual shifts rather than, or in conjunction with, shared maturational changes.

15. Nature of the Change But before continuing with the importance of this distinction regarding the likely origins of average level age-related changes, it is important that we look more closely at the nature of the change itself, particularly in light of the recent work using latent growth curve analytic techniques. But before continuing with the importance of this distinction regarding the likely origins of average level age-related changes, it is important that we look more closely at the nature of the change itself, particularly in light of the recent work using latent growth curve analytic techniques.

16. Nature of the Change All of the patterns I discussed a moment ago reflect significant changes across age in the group means for these constructs. All of the patterns I discussed a moment ago reflect significant changes across age in the group means for these constructs. These patterns show up in many studies and thus are quite reliable. These patterns show up in many studies and thus are quite reliable.

17. Nature of the Change In contrast to patterns of mean level differences just discuseed, several recent studies using latent growth analytic techniques suggest that stability rather than change is most typical for these kinds of constructs. In contrast to patterns of mean level differences just discuseed, several recent studies using latent growth analytic techniques suggest that stability rather than change is most typical for these kinds of constructs. For example, For example,

18. Changes in school motivation in Finland and the UK Symonds, Schoon, Salmela-Aro, 2011

19. You will still get the mean level changes because more individuals decrease than increase. But most stay the same, which suggests You will still get the mean level changes because more individuals decrease than increase. But most stay the same, which suggests The need for a more person by environment explanation than universal maturational explanations. Or at least a greater focus on the types of agency by social structure interactions prevalent in Life Course Developmental Theories

20. These latent growth curve models also suggest that most adolescents are showing very positive patterns that start and remain high. These latent growth curve models also suggest that most adolescents are showing very positive patterns that start and remain high. This is also key as we think about the nature of negatives changes often assumed to characterize this age period. This is also key as we think about the nature of negatives changes often assumed to characterize this age period.

21. Returning to Why These Developmental Patterns Might Emerge? Let us consider the transition into secondary school Let us consider the transition into secondary school

22. Few studies available to distinguish between the biological versus social type explanatory systems for either negative or positive psychological or behavioral changes Few studies available to distinguish between the biological versus social type explanatory systems for either negative or positive psychological or behavioral changes Roberta Simmons and Dale Blyth’s work Roberta Simmons and Dale Blyth’s work Compared adolescents moving through two types of school systems in same city Compared adolescents moving through two types of school systems in same city K-8, 9-12 (ages 6-14; 15-18) versus K-8, 9-12 (ages 6-14; 15-18) versus 1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18) 1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18) First compared self esteem changes: First compared self esteem changes: Found transitional effects for girls only Found transitional effects for girls only

23. Self Esteem Data From Simmons & Blyth – Girls Only School Year Self Esteem K-6;7-9;10-12

24. Simmons’ Explanation for Gender Differences At this age, girls are at the height of pubertal development At this age, girls are at the height of pubertal development Stress theories suggest that dealing with multiple changes is more difficult than dealing with single life changes Stress theories suggest that dealing with multiple changes is more difficult than dealing with single life changes Therefore, the Junior High School Transition should be more stressful for girls than for boys Therefore, the Junior High School Transition should be more stressful for girls than for boys

25. BUT On the one hand, her self esteem findings are consistent with this interpretation and On the one hand, her self esteem findings are consistent with this interpretation and She has other data showing that the declines in self esteem at this age are directly linked to the number of other life transitions such as geographical moves, marital disruptions, and family deaths She has other data showing that the declines in self esteem at this age are directly linked to the number of other life transitions such as geographical moves, marital disruptions, and family deaths BUT the gender differences in the patterns of change are not consistent … BUT the gender differences in the patterns of change are not consistent …

26. Simmons & Blyth: Moving into Adolescence Negative Effects of K-6, 7-9 Structure versus K-8 Structure Girls’ Self-Esteem Declines Girls’ Self-Esteem Declines Boys’ Sense of Being Victimized Increases Boys’ Sense of Being Victimized Increases GPA Declines for Both Girls and Boys GPA Declines for Both Girls and Boys Extracurricular Activities Declines for Both Extracurricular Activities Declines for Both Leadership Roles Declines for Both Leadership Roles Declines for Both Feelings of Anonymity Increase for Both Feelings of Anonymity Increase for Both

27. Nonetheless Simmons’ work did point the importance of thinking about school transitions in terms of issues of coping. Simmons’ work did point the importance of thinking about school transitions in terms of issues of coping. Need to consider aspects of the situation and the individual if we are to understand how well people cope with transitions Need to consider aspects of the situation and the individual if we are to understand how well people cope with transitions Multiple transition harder than single transition Multiple transition harder than single transition Psychological and maturational readiness for transition is important Psychological and maturational readiness for transition is important Psychological strengths and vulnerabilities are important Psychological strengths and vulnerabilities are important

28. Eccles and Midgley “Stage” Environment Approach We argued that it is not the transition itself that matters but the nature of that transition. We argued that it is not the transition itself that matters but the nature of that transition. Person Environment Fit theories suggest that Person Environment Fit theories suggest that People are optimally motivated when there is a good fit between the needs of the individual and the opportunities provided by the environments in which they must work, live, and study People are optimally motivated when there is a good fit between the needs of the individual and the opportunities provided by the environments in which they must work, live, and study Bad fits lead to less than optimal motivation and mental health problems Bad fits lead to less than optimal motivation and mental health problems

29. “Stage” Environment Fit Perhaps the motivational and behavioral changes seen during this age period reflect the fact that we force young people to move from a “good fitting” elementary school environment to a relatively more poorly fitting secondary school environment. Perhaps the motivational and behavioral changes seen during this age period reflect the fact that we force young people to move from a “good fitting” elementary school environment to a relatively more poorly fitting secondary school environment.

30. What are these needs? Connell, Deci & Ryan - SDT Connell, Deci & Ryan - SDT Competence – Mastery, Challenge Competence – Mastery, Challenge Emotional Support – Belonging, Attachment Emotional Support – Belonging, Attachment Autonomy – Personal Control and Ownership Autonomy – Personal Control and Ownership Other needs Other needs Mattering – Making a meaningful difference Mattering – Making a meaningful difference Responsibility – Being a contributing member of one’s social group Responsibility – Being a contributing member of one’s social group Identity – Knowing one’s place in one’s social context Identity – Knowing one’s place in one’s social context Engagement – Challenge and Enjoyment Engagement – Challenge and Enjoyment

31. Developmental Needs or Tasks of Adolescence Increasing opportunities to “matter” Increasing opportunities to “matter” Increasing need to feel respected by key cultural leaders Increasing need to feel respected by key cultural leaders Increasing needs to have a strong peer group affiliation Increasing needs to have a strong peer group affiliation Increasing need for sexual intimacy and pair bonding Increasing need for sexual intimacy and pair bonding Increasing need for close ties to non-familial adults Increasing need for close ties to non-familial adults Increasing need to be identified with cultural institutions Increasing need to be identified with cultural institutions Increasing need for one’s own personal identity Increasing need for one’s own personal identity

32. “Stage” Environment Fit versus Misfit What is likely to happen if adolescents find themselves in poorly fitting social contexts, particularly given their increasing control over their own behaviors? What is likely to happen if adolescents find themselves in poorly fitting social contexts, particularly given their increasing control over their own behaviors?

33. “Stage” Environment Fit versus Misfit Person-Environment Fit Theory predicts two main consequences directly related to the idea of thriving: Person-Environment Fit Theory predicts two main consequences directly related to the idea of thriving: Mental well-being will decline Motivational engagement in the social context will decline

34. “Stage” Environment Fit versus Misfit Which, in turn, should lead to declines in performance in that setting or social context Which, in turn, should lead to declines in performance in that setting or social context Shifts of behavioral, emotional, and cognitive engagement to contexts that provide a better “Stage” Environment Fit. Shifts of behavioral, emotional, and cognitive engagement to contexts that provide a better “Stage” Environment Fit. These shifts should be most marked for the youth who have the least amount of “Stage” - Environment Fit or the most amount of “Stage” - Environment Misfit. These shifts should be most marked for the youth who have the least amount of “Stage” - Environment Fit or the most amount of “Stage” - Environment Misfit.

35. One Empirical Example Drawn from our ongoing longitudinal study of adolescent and adult development in social contexts: Drawn from our ongoing longitudinal study of adolescent and adult development in social contexts: Maryland Adolescent Development in Contexts = MADICS Maryland Adolescent Development in Contexts = MADICS

36. Contributors to the Maryland Adolescent Development in Context Study (MADICS) Jacquelynne Eccles, PI Jacquelynne Eccles, PI Arnold Sameroff, PI Arnold Sameroff, PI W. Todd Bartko W. Todd Bartko Elaine Belansky Elaine Belansky Diane Early Diane Early Kari Fraser Kari Fraser Leslie Gutman Leslie Gutman Oksana Malanchuk Oksana Malanchuk Katie Jodl Katie Jodl Ariel Kalil Ariel Kalil Linda Kuhn Alice Michael Melanie Overby Stephen Peck Katherine Rosenblum Robert Roeser Sherri Steele Erika Taylor Cynthia Winston Carol Wong

37. Sample Respondent characteristics: 66% African-American 66% African-American N=625 N=625 Average age = 11 at Wave 1 Average age = 11 at Wave 1 Seventh grade at W 1 Seventh grade at W 1 53 % male 53 % male Data being presented today is from waves 1, 3, and 4; Grades 7, 8- 9, 11-12 Data being presented today is from waves 1, 3, and 4; Grades 7, 8- 9, 11-12 Family background: Median Family Income (1993): $50-55,000 Highest Education: 38% College Degree Highest Occupation: 44% Skilled 30% Professional

38. Longitudinal Mixed Methods Longitudinal Mixed Methods Face-to-face, in home interviews with youth and their parents which included both close-ended and quite open-ended questions Face-to-face, in home interviews with youth and their parents which included both close-ended and quite open-ended questions Self-administered questionnaires with youth and their parents Self-administered questionnaires with youth and their parents Open-ended phone interviews with youth and their parents Open-ended phone interviews with youth and their parents Repeated intensive interviews with a subset of the youth Repeated intensive interviews with a subset of the youth

39. School Achievement, Attendance & Motivation In MADICS 7th Grade Grade Point Average Days Absent from School Academic Competence Beliefs Academic Importance Beliefs Academic Utility Beliefs 8th Grade 3.67 9.35 5.36 4.05 5.49 3.63 10.78 5.23 3.91 5.15 (ns)

40. School Problem Behaviors Seventh and Eighth Grade Sent to Principal’s Office Cheated on Tests Suspended from School Skipped Class Brought Drugs/ Alcohol Expelled from School

41. BELONGING DEVELOPMENTAL FIT ENGAGEMENTPRACTICES STUDENTAUTONOMYCLASSROOM STUDENT MENTAL HEALTH COMPETENCE SCHOOL CULTURE MEDIATORS OUTCOME PSYCHOLOGICAL INFLUENCES CONTEXTUAL - MOTIVATION MODEL LINKED TO NEEDS

42. BELONGINGFIT ENGAGEMENTPRACTICES STUDENTAUTONOMYCLASSROOM STUDENT MENTAL HEALTH COMPETENCE SCHOOL CULTURE MEDIATORS OUTCOME PSYCHOLOGICAL INFLUENCES CONTEXTUAL - MOTIVATION MODEL LINKED TO NEEDS

43. BELONGINGFIT ENGAGEMENTPRACTICES STUDENTAUTONOMYCLASSROOM STUDENT MENTAL HEALTH COMPETENCE SCHOOL CULTURE MEDIATORS OUTCOME PSYCHOLOGICAL INFLUENCES CONTEXTUAL - MOTIVATION MODEL LINKED TO NEEDS

44. Perceived Middle School Psychological Environment: Conceptualization and Measures. School Psychological Environment Support of Competence Support of Autonomy Quality of Relationships TEACHER EXPECTATIONS ACADEMIC GOAL STRUCTURES CURRICULAR MEANINGFULNESS STUDENT EMPOWERMENT DISCRIMINATION EXPERIENCES TEACHER SUPPORTIVENESS

45. Significant Predictors: 8 th Grade Psychological Distress _______________________________________________ Parent Occupational Status.07* Parent Educational Attainment-.08** Youth Gender (1 = Male, 2 = Female).07** Prior Psychological Distress.30*** Perceived School Ability Goal Structure.09** Perceived Positive Teacher Regard-.21*** Perceived Gender Discrimination.22*** Perceived Racial Discrimination.18*** _______________________________________________ Total Multiple R.66 Total Adjusted R-Square.42 _______________________________________________ Supports for autonomy had no effects

46. Significant Predictors: 8 th Grade School Motivation _______________________________________________ Parent Educational Attainment.08* Aggregate Grade Point Average -.08** Aggregate Subsidized Lunch.07* Prior School Motivation.28*** Perceived School Task Goal Structure.07* Perceived Positive Teacher Regard.24*** Perceived Curricular Meaningfulness.20*** Perceived Racial Discrimination-.09** Perceived Teacher Supportiveness.06* _______________________________________________ Total Multiple R.67 Total Adjusted R-Square.44 _______________________________________________

47. Furthermore When we added up for each student the total number of risks and protective characteristics they reported being exposed to in their school, we found a linear association between this number and the changes they experienced in their psychological distress and academic motivation as they moved from 7 th to 9 th grade. When we added up for each student the total number of risks and protective characteristics they reported being exposed to in their school, we found a linear association between this number and the changes they experienced in their psychological distress and academic motivation as they moved from 7 th to 9 th grade.

48. Change in Psychological Distress and School Motivation by (Risks-Protections) in School Seventh to Eighth Grade More Protections More Risks Change in Relative Status (Standard Units)

49. Change in School Problem Behaviors and GPA by (Risk - Protective) Factors in School Seventh to Eighth Grade More Protections More Risks Change in Relative Status (Standard Units)

50. Conclusion Indicators of both academic achievement-related outcomes and mental health increase as the number of perceived school related protective factors increase and decrease as the number of perceived school-related risk factors increase. Indicators of both academic achievement-related outcomes and mental health increase as the number of perceived school related protective factors increase and decrease as the number of perceived school-related risk factors increase.

51. What Does This Analysis Mean for Understanding Adolescent Development and Heterogeneity in Responses to Interventions? First and foremost, it focuses our attention on the quality of the fit between the various social contexts available to adolescents and their own developing needs. First and foremost, it focuses our attention on the quality of the fit between the various social contexts available to adolescents and their own developing needs. It leads directly to the hypothesis that adolescents will thrive best in, and be most attracted to, those contexts that they believe will best meet their personal and developmental needs. It leads directly to the hypothesis that adolescents will thrive best in, and be most attracted to, those contexts that they believe will best meet their personal and developmental needs.

52. What Does This Analysis Mean for Understanding Adolescent Development and Heterogeneity in Treatment Effects? More specifically, they will be most attracted to those social contexts that provide them with opportunities to: More specifically, they will be most attracted to those social contexts that provide them with opportunities to: FEEL COMPETENT FEEL LIKE THEY BELONG FEEL LIKE THEY HAVE MAXIMAL BEHAVIORAL AUTONOMY AND SELF-DIRECTION

53. What Does This Analysis Mean for Understanding Adolescent Development? FEEL AS IF THEY MATTER AND ARE RESPECTED FEEL THEY ARE BEING GIVEN OPPORTUNITIES TO BOTH: DEVELOP THEIR PERSONAL IDENTITIES AND GOALS DEVELOP THE SKILLS AND SOCIAL CAPITAL NECESSARY TO FULFILL THESE GOALS AND IDENTITIES

54. What Does This Analysis Mean for Understanding Adolescent Development and Heterogeneity of Treatment Effects? It leads to a second set of general hypotheses: Adolescents will withdraw from those contexts that do not provide particularly good stage- environment fit Adolescents will navigate towards those contexts that provide better stage-environment fit

55. What Does This Analysis Mean for Understanding Adolescent Development and Heterogeneity of Treatment Effects? Furthermore, this differential movement will be maximized when adolescents have the most control over their own behavioral choices and contextual “where abouts”.

56. What Does This Analysis Mean for Understanding Adolescent Development in Context? Thus their freedom to “vote with their feet” will be limited by all external control forces that limit their own ability to self-regulate their “where abouts”. Such external controls can exist in all social contexts, whether dominated by youth or adults. Such controls can be used in ways that both facilitate and undermine positive adolescent development.

57. What Does This Analysis Mean for Understanding Adolescent Development in Context? In the best of all possible worlds, adolescents will navigate towards social contexts that will facilitate their own positive development. In the best of all possible worlds, adolescents will navigate towards social contexts that will facilitate their own positive development.

58. What Does This Analysis Mean for Understanding Adolescent Development in Context? But few adolescents live in the “best of all possible” worlds They each have limitations based on prior experiences, developmental immaturity, and lack of sufficient knowledge on which to base “wise” decisions

59. What Does This Analysis Mean for Understanding Adolescent Development in Context? Furthermore, both the nature and the range of social contexts available to them are limited by a wide range of constraints derived from the social/political/cultural worlds in which they live. Furthermore, both the nature and the range of social contexts available to them are limited by a wide range of constraints derived from the social/political/cultural worlds in which they live.

60. What Does This Analysis Mean for Understanding Adolescent Development in Context? Finally, social contexts may “select” individuals The opportunities to join new social groups and to enter new social contexts may be created by forces external to the individual. Or By happenstance!

61. What Does This Analysis Mean for Understanding Adolescent Development and Context? The best way to think about the role these social contexts might play in adolescent development is to conceptualize social contexts in terms of the risks and opportunities that they provide to participating individuals. The best way to think about the role these social contexts might play in adolescent development is to conceptualize social contexts in terms of the risks and opportunities that they provide to participating individuals.

62. What Does This Analysis Mean for Understanding Adolescent Development in Context?  Social contexts provide an array of such opportunities and risks.  Contexts provide new opportunities for learning skills, attitudes, and values  Contexts provide opportunities to engage in new behavioral patterns

63. What Does This Analysis Mean for Understanding Adolescent Development in Context?  Individuals will vary in the particular risks and opportunities they engage in within each social context.  Individuals will vary in their own skills, needs, personal assets, and motivational predilections.  Individuals also vary in their own connection to the social context and the role they play within the context.

64. What Does This Analysis Mean for Understanding Adolescent Development in Context? Most importantly  The tendency to take up the various opportunities and risks will depend both on personal characteristics and the demands for compliance in the setting.  Finally, it will depend on characteristics of the social context that influence the ease of entry and withdrawal.

65. What Does This Analysis Mean for Understanding Adolescent Development in Context? Such a joint person by environment perspective is best illustrated by the work of Stattin Hakan and his colleagues on the role of participation in teen centers on adolescent development. Such a joint person by environment perspective is best illustrated by the work of Stattin Hakan and his colleagues on the role of participation in teen centers on adolescent development. Much more such work is needed.

66. What Does This Analysis Mean for Understanding Adolescent Development? Work with NRC/IOM on Positive Youth Development We drew on what we knew about effective contexts in all developmental domains; the family, the school, the peer group etc. In other words we tried to put together a more general theory of contexts that would allow us to compare experiences across contexts.

67. Young People Engage with caring adults outside their families Develop sense of security and personal identity Provide opportunities to learn healthy and valued behaviors, expectations, values, morals, and skills Move into healthy and productive adulthood Provide diverse opportunities for young people to: Promote positive relationships with other youth Be happy and healthy Promoting Positive Youth Development NRC/IOM

68. Now lets look at these program characteristics in more details

69. Features of Programs that Influence Development Appropriate structure Appropriate structure Supportive relationships Supportive relationships Opportunities to belong Opportunities to belong Positive social norms Support for efficacy and mattering Opportunities for skill building NRC/IOM

70. Age and Culturally Appropriate Structure and Social Norms Appropriate levels of monitoring, rules and controls Appropriate levels of monitoring, rules and controls Particularly key for adolescents Clear rules and limits Clear rules and limits Consistent and fair enforcement Consistent and fair enforcement NRC/IOM

71. Opportunities to Belong Opportunities for social inclusion for all groups Opportunities for social inclusion for all groups Active outreach to increase diversity of participants Active outreach to increase diversity of participants Encouragement of strong positive social identity formation Encouragement of strong positive social identity formation Support for cultural and multi-cultural competencies Support for cultural and multi-cultural competencies Preventing exclusionary behavior among the participants Preventing bullying or other discriminatory behavior NRC/IOM

72. Opportunities for Mattering and Leadership Youth-based empowerment practices Youth-based empowerment practices Opportunities to provide meaningful services to one’s community Opportunities to provide meaningful services to one’s community Opportunities to move into positions of leadership and responsibility Opportunities to move into positions of leadership and responsibility NRC/IOM

73. Opportunities for Developing a Sense of Efficacy: Motivational Scaffolding Provision of challenging activities with stress on improvement and cooperation Provision of challenging activities with stress on improvement and cooperation Stress mastery not competition Stress mastery not competition Opportunities to demonstrate and celebrate one’s accomplishments Opportunities to demonstrate and celebrate one’s accomplishments High expectations for everyone High expectations for everyone NRC/IOM

74. Opportunities to Learn Essential Skills Intentional learning environments Intentional learning environments Use of embedded learning strategies Use of embedded learning strategies Opportunities to learn life skills and “soft skills” Opportunities to learn life skills and “soft skills” Opportunities to learn cultural and multi-cultural competence to navigate multiple complex worlds Opportunities to learn cultural and multi-cultural competence to navigate multiple complex worlds NRC/IOM

75. What Does This Analysis Mean for Understanding Adolescent Development in Context? Good social policy depends on understanding the nature of contexts and the developmental needs of the adolescents who inhabit the available social contexts.

76. What Does This Analysis Mean for Understanding Adolescent Development in Context? If we want adolescents to come to particular social contexts such as schools or youth centers, we need to make sure these contexts provide good stage-environment fit.

77. What Does This Analysis Mean for Understanding Adolescent Development in Context? If we want adolescents to remain in those contexts rather than shifting to other contexts, we need to make sure that what we want to teach them both fits their needs and is worth learning.

78. What Does This Analysis Mean for Understanding Adolescent Development in Context?  If we adopt this approach, we will be less likely to blame the adolescents for their choices  As is done when we focus attention, for example on changes in their brains as a primary source of increases in risky behaviors rather than lack of opportunities to engage in health promoting ways of show they matter and explore identities

79. What Does This Analysis Mean for Understanding Adolescent Development in Context? And more likely to provide them with “stage” appropriate contexts in which they can  learn the skills, motivations, values, and attitudes necessary for the successful transition into adulthood  Acquire the social and cultural capitol necessary for a successful transition into adulthood  Thrive while in the context

80. What Does This Analysis Mean for Understanding Adolescent Development in Context? By so doing, we will also be able to decrease the likelihood they will shift their engagement into other more risky social contexts.

81. What Does This Analysis Mean for Understanding Adolescent Development in Context? In support of these hypotheses, evidence emerging from the School Engagement Literature has shown that succeeding and staying engaged in school are very strong and consistent predictors of mental well-being and absence of engagement in risky behaviors during adolescence. In support of these hypotheses, evidence emerging from the School Engagement Literature has shown that succeeding and staying engaged in school are very strong and consistent predictors of mental well-being and absence of engagement in risky behaviors during adolescence.

82. Do American Secondary Schools Meet These Goals? NOT VERY WELL ! Particularly for Adolescents Who Don’t Do Very Well Academically But this is another story!!

83. How Well do Various Interventions Aimed at Adolescents Meet These Goals? I SUSPECT NOT VERY WELL ! Particularly for Adolescents Who Don’t Do Very Well Academically or Fit Very Well into the Programs But this is your story to tell!!

84. Thank You!! More details on our web site: www.rcgd.isr.umich.edu/garp jeccles@umich.edu