Self-Determination as a Psychological and Positive Youth Development Construct

This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed

Positive Identity as a Positive Youth Development Construct: A Conceptual Review

Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual's identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed

Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination

School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying

Combating School Bullying through Developmental Guidance for Positive Youth Development and Promoting Harmonious School Culture

Bullying and violence, which can bring detrimental effects, are situations which young people have to face in their process of development. Though school bullying has been a spreading and explicit problem in Hong Kong schools, most of the programs or guidelines dealing with the problem lack citywide, recognized initiatives and the effectiveness of these programs is unknown due to the lack of evaluation. The present paper discusses preventing school bullying from a developmental guidance perspective, using the positive youth development paradigm and promoting the values of harmony and forgiveness at the whole-school level to cultivate a harmonious school culture as a way of combating school bullying

Role of Social Networks in the help seeking experiences among Chinese suffering from severe mental illness in England: a qualitative study

© The Author 2012. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1093/bjsw/bcr199The onset of mental illness can have a significant impact on individuals' lives and on the people who they come into contact with in their social networks. This paper presents the findings of the exploratory stage of a larger study that aims to examine the role of social networks in the help-seeking process of Chinese people suffering from severe mental illness in England. The study used a qualitative phenomenological approach in which in-depth interviews were conducted with three Chinese people suffering from severe mental illness and four network ties who were involved in the help-seeking process. The results of the study showed that family may not be involved in every stage of help-seeking. The size of social networks of Chinese people suffering from mental illness became bigger and the composition of social networks became more diverse after their first contact with mental health services. The implications of the study encourage social workers and mental health professionals to explore resources in the wider social networks to ensure that Chinese people suffering from mental illness receive ad- equate support to meet their mental health needs.Peer reviewedFinal Accepted Versio

The cientificWorldJOURNAL Review Article Self-Efficacy as a Positive Youth Development Construct: A Conceptual Review

Self-efficacy denotes people's beliefs about their ability to perform in different situations. It functions as a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various tasks. Selfefficacy beliefs are informed by enactive attainment, vicarious experience, imaginal experiences, and social persuasion as well as physical and emotional states. These beliefs are mediated by cognitive, motivational, affective, and selection processes to generate actual performance. Self-efficacy development is closely intertwined with a person's experiences, competencies, and developmental tasks in different domains at different stages in life. This paper reviews the literature to outline the definition and theoretical conceptualizations of the construct originally devised by Bandura that have flourished since the 1990s. Drawing from the studies of the construct to assess self-efficacy, and to inform positive youth development, the paper will present the determinants of the development of self-efficacy beliefs and identify the connection between self-efficacy and adolescent developmental outcomes. The paper will conclude with strategies to enhance youth self-efficacy and proposals for future research directions. Background Since the 1970s, the social cognitive theory proposed by Bandura [1-3] has been one of the most influential theories used to guide the understanding of human behavior and the motivational determinants of such behavior. The theory advocates a theme of "triadic reciprocity" which asserts that a person's behavior is constantly under the reciprocal influence of the environment and personal cognitions. When applied in the context of adolescent development, such as academic performance, this theory suggests that an adolescent's academic performance (behavior) is influenced by how this adolescent's beliefs (cognitions) are affected by the support provided by his or her significant others, including parents, teachers, and peers (the environment). Bandura argues that self-efficacy is the most pivotal factor affecting a person's cognition, and his assertion has popularized self-efficacy studies since the 1990s. The following sections aim to present findings and observations from a review of the literature on the definition, assessment, theoretical conceptualizations, adolescent development outcomes, and promotion strategies of self-efficacy, with specific reference to positive youth development. Identified research gaps and suggestions for future research will also be presented

The cientificWorldJOURNAL Review Article Positive Identity as a Positive Youth Development Construct: A Conceptual Review

Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual's identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed

On the Mental Workload Assessment of Uplift Mapping Representations in Linked Data

Self-reporting procedures have been largely employed in literature to measure the mental workload experienced by users when executing a specific task. This research proposes the adoption of these mental workload assessment techniques to the task of creating uplift mappings in Linked Data. A user study has been performed to compare the mental workload of “manually” creating such mappings, using a formal mapping language and a text editor, to the use of a visual representation, based on the block metaphor, that generate these mappings. Two subjective mental workload instruments, namely the NASA Task Load Index and the Workload Profile, were applied in this study. Preliminary results show the reliability of these instruments in measuring the perceived mental workload for the task of creating uplift mappings. Results also indicate that participants using the visual representation achieved smaller and more consistent scores of mental workload

Search for the standard model Higgs boson in the H to ZZ to 2l 2nu channel in pp collisions at sqrt(s) = 7 TeV

A search for the standard model Higgs boson in the H to ZZ to 2l 2nu decay channel, where l = e or mu, in pp collisions at a center-of-mass energy of 7 TeV is presented. The data were collected at the LHC, with the CMS detector, and correspond to an integrated luminosity of 4.6 inverse femtobarns. No significant excess is observed above the background expectation, and upper limits are set on the Higgs boson production cross section. The presence of the standard model Higgs boson with a mass in the 270-440 GeV range is excluded at 95% confidence level.Comment: Submitted to JHE

Search for anomalous t t-bar production in the highly-boosted all-hadronic final state

A search is presented for a massive particle, generically referred to as a Z', decaying into a t t-bar pair. The search focuses on Z' resonances that are sufficiently massive to produce highly Lorentz-boosted top quarks, which yield collimated decay products that are partially or fully merged into single jets. The analysis uses new methods to analyze jet substructure, providing suppression of the non-top multijet backgrounds. The analysis is based on a data sample of proton-proton collisions at a center-of-mass energy of 7 TeV, corresponding to an integrated luminosity of 5 inverse femtobarns. Upper limits in the range of 1 pb are set on the product of the production cross section and branching fraction for a topcolor Z' modeled for several widths, as well as for a Randall--Sundrum Kaluza--Klein gluon. In addition, the results constrain any enhancement in t t-bar production beyond expectations of the standard model for t t-bar invariant masses larger than 1 TeV.Comment: Submitted to the Journal of High Energy Physics; this version includes a minor typo correction that will be submitted as an erratu