Social and Identity Development in an After-School Program
Social and Identity Development in an After-School Program
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课后项目中的社交和身份发展
DOI：
10.1177/0272431612462628
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Nancy L. Deutsch
中科院分区：
文献类型：
--
作者：
Jeffrey N. Jones;Nancy L. Deutsch
复杂的社会环境的谈判和创造一个完整的身份是青春期的主要任务。课外活动等机构可以通过组织和人际实践来影响社会情感发展，而亲社会成长可以通过支持结构与发展需求的一致来鼓励。本研究探讨了一个城市的课外活动的发展和环境适合其参与者。通过参与观察和访谈，我们探讨了青少年在这种环境中的经历如何与青春期前、早期和中期的发展需求相一致。我们发现，随着青少年的成熟，项目活动和关系发生变化，以提供与青少年不断变化的社会情感和自我表达需求相一致的支持水平。这些转变提供了与当代青少年发展理论相一致的背景。
The negotiation of complex social settings and the creation of an integrated identity are major tasks of adolescence. Institutions such as after-school programs can influence social-emotional development through organizational and interpersonal practices, and prosocial growth can be encouraged through the alignment of supportive structures with developmental needs. This qualitative study explores the developmental and environmental fit of an urban after-school program for its participants. Using participant-observation and interviews, we explore how youths’ experiences in this setting are congruent with the developmental needs of pre-, early, and midadolescence. We find that program activities and relationships shift as youth mature to provide levels of support congruent with youths’ changing social-emotional and self-representation needs. These shifts provide contexts aligned with contemporary theories of adolescent development.
走向积极的青年发展心理学。
DOI：
10.1037//0003-066x.55.1.170
发表时间：
2000
期刊：
The American psychologist
影响因子：
--
作者：
Larson,RW
通讯作者：
Larson,RW