Suchergebnisse

Sexuality is central in human life, perhaps especially in adolescence when multiple dimensions of change constitute physical, psychological, and social challenges and opportunities for the developing young person. Understanding this constellation of challenges and opportunities and formulating constructive, supportive interventions would be greatly facilitated by a skills-based model for promoting sexuality development in adolescence. Moving beyond the deficit, sex-negative approach, I propose a model that identifies three key elements of skillful adolescent sexuality development: sexual selfhood, sexual negotiation, and sexual empowerment. I link these components through the processes of personal agency, interpersonal intimacy, and social advocacy. I consider limitations of the model as well as the next steps for applying this theoretical framework to future empirical studies that seek to describe, explain, and optimize sexuality development throughout the adolescent years.

Current conceptualizations of media literacy do not explicitly state that users should be able to identify and reject hateful, manipulative far-right content. We highlight important principles of relational developmental systems metatheory that are integral to our proposed model of anti-oppressive social media literacy. We critique current theories of digital media literacy for their political neutrality or lack of active opposition and offer a value- and action-based anti-oppressive framework for social media literacy in pursuit of social justice. We propose a model of anti-oppressive social media literacy in which we outline three potential orientation outcomes: rejection, endorsement, and ambivalence. We describe the implications and potential developmental pathways of each of these orientations in response to far-right content. We also highlight multiple layers of bidirectional mutually influential individual-context relations that may influence the development of social media users' orientation to far-right content online. In conclusion, we discuss strengths, limitations and future directions for studying our proposed theory of anti-oppressive social media literacy.

Fascist, White nationalist, and misogynist groups are actively recruiting adolescent followers both online and in person. Youth development practitioners can play an important role in mitigating the influence of fascist ideologies on young people's behavior and reducing the proliferation of youth-perpetrated harassment and violence. In this paper, we present a theoretical integration that draws on empirical research from multiple disciplines and youth development best practices to examine how youth practitioners can counter fascist recruitment of youth. There is much that youth development researchers and practitioners already know and do, or have the capacity to learn and do, that can mitigate the threat of fascist recruitment and deter young people from developmental trajectories leading them towards harmful ideologies and actions. In order to support youth development practitioners in effectively embodying this potential, we detail 3 sets of activities: (a) immunizing youth to reduce susceptibility to fascist recruitment, (b) intervening in fascist recruitment of specific youth, and (c) counter-recruiting youth into community organizing for social justice. For each set of activities, we describe the goals of each component, propose concrete actions it may entail, and highlight existing research and best practices in the field that can be applied to this current challenge. We then propose next steps in research–practice integration to further improve relevant strategies and point to existing resources for supporting youth in resisting fascist recruitment.

This project examined the attitudes of sexual and gender minority youth (SGMY) toward guardian permission for a pre-exposure prophylaxis (PrEP) adherence trial and their preparedness to provide informed, rational, and voluntary self-consent. Sixty sexually active SGMY (ages 14-17) participated in online survey and asynchronous focus group questions after watching a video describing a PrEP adherence study. Youth responses highlighted guardian permission as a significant barrier to research participation, especially for those not "out" to families. Youth demonstrated understanding of research benefits, medical side effects, confidentiality risks, and random assignment and felt comfortable asking questions and declining participation. Reasoning about participation indicated consideration of health risks and benefits, personal sexual behavior, ability to take pills every day, logistics, and post-trial access to PrEP. Results demonstrate youth's ability to self-consent to age- and population-appropriate procedures, and underscore the value of empirical studies for informing institutional review board (IRB) protections of SGMY research participants.

This article provides initial data about the reliability and validity of tools aimed at promoting youth intentional self regulation (ISR) within mentoring programs. Based on the translation of the theory-based research about ISR and youth thriving conducted within the 4-H Study of Positive Youth Development (PYD), the GPS to Success tools use the metaphor of a car's GPS navigational system to enhance goal-directed behaviors among youth. The core GPS tools are "growth grids," designed to help mentors appraise ISR skill development and to link these skills to other grids assessing the Five Cs of PYD and Contribution. Data from 152 mentor and youth pairs from 4-H program sites in Oregon and North Carolina indicated that the growth grids were generally reliable. Although validity evidence was mixed, rubrics for "G" and "P" and for a global GPS score were related to a well-validated measure of ISR.