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"How do we talk about disability? This book breaks down the topic of disability for young readers. Filled with engaging photos and captions, this series opens up opportunities for deeper thought and informed conversation. Guided exploration of topics in 21st Century Junior Library's signature style help readers to Look, Think, Ask Questions, Make Guesses, and Create as they go!"--

"How do we talk about mental health? This book breaks down the topic of mental health for young readers. Filled with engaging photos and captions, this series opens up opportunities for deeper thought and informed conversation. Guided exploration of topics in 21st Century Junior Library's signature style help readers to Look, Think, Ask Questions, Make Guesses, and Create as they go!"--

"How do we talk about racism? This book breaks down the topic of racism for young readers. Filled with engaging photos and captions, this series opens up opportunities for deeper thought and informed conversation. Guided exploration of topics in 21st Century Junior Library's signature style help readers to Look, Think, Ask Questions, Make Guesses, and Create as they go!"--

"How do we talk about gender? This book breaks down the topic of gender for young readers. Filled with engaging photos and captions, this series opens up opportunities for deeper thought and informed conversation. Guided exploration of topics in 21st Century Junior Library's signature style help readers to Look, Think, Ask Questions, Make Guesses, and Create as they go!"--

"How do we talk about the different ways that families can look? This book breaks down the topic of family for young readers. Filled with engaging photos and captions, this series opens up opportunities for deeper thought and informed conversation. Guided exploration of topics in 21st Century Junior Library's signature style help readers to Look, Think, Ask Questions, Make Guesses, and Create as they go!"--

As part of a longitudinal, mixed-method study with Boy Scouts of America, we conducted five focus groups with a diverse group of 46 program leaders in order to better understand their perceptions of how they influence youth. Drawing from grounded theory analysis methods, we found that leaders believed they promoted positive youth outcomes, including character and self-confidence, through caring youth-leader relationships and facilitating opportunities for youth to participate in and lead skill-building activities and apply skills in different contexts. Leaders differed in the particular outcomes that they emphasized. Implications of these findings for future research and practice are discussed.

In the midst of increasing emphasis on the inclusion of character education in both school and out-of-school time programs, digital technologies have become ubiquitous in these settings. Based on the potential of these technologies to enhance children's character development, the Arthur Interactive Media (AIM) study investigated if one specific unit or set of digital media-based activities engaged youth in discussions about character. First and second grade students were paired with 4th and 5th grade students, respectively, while engaging with an online interactive graphic novel (IGN) about a character-relevant story based on the Arthur cartoon series. Teachers (n = 8) completed surveys about the AIM Unit, and conversations between cross-age peer dyads (n = 27 dyads) during their engagement with the IGN were analyzed. Results indicated that teachers were very satisfied with the materials and reported that children were very engaged throughout. Analyses of children's conversations indicated that children participated in character-relevant conversations involving humility, forgiveness, and future-mindedness while engaging with the IGN.

Intro -- Preface -- Contents -- Contributors -- Chapter 1: Applying Research About Adolescence in Real-World Settings: The Sample Case of the 4-H Study of Positive Youth Development -- The Positive Youth Development Perspective -- The 4-H Study of PYD -- Methods of the 4-H Study of PYD -- Design and Sample -- Measures -- Procedure -- From Method to Findings -- Overview of the Chapters in This Book -- Conclusions -- References -- Part I: The Strengths of Youth: Self-Regulatory Capacities -- Chapter 2: Intentional Self-Regulation in Youth: Applying Research Findings to Practice and Programs -- Lessons Learned from Research on Self-Regulation -- What Is Self-Regulation? -- What Have We Learned from Recent Studies of Adolescent Self-Regulation? -- Limitations of Research on Adolescent Self-Regulation and Implications for Practice -- Implications for Youth Policy and Practice -- Priority 1: Improved ISR Skills Become a Benchmark for Evaluation -- Priority 2: Adolescent ISR Becomes a Funding Priority -- Priority 3: Promote ISR Across the Life Span -- Priority 4: Promoting ISR "Takes a Village" -- Priority 5: Improving ISR Is Only Part of a Successful Intervention -- Conclusions -- Recommended Additional Resources -- References -- Chapter 3: The Regulation of Emotion in Adolescence -- Emotional Development in Adolescence -- Key Facets of ER -- Normative Development of ER during Adolescence -- Adolescents' Use of Reappraisal and Suppression -- Reappraisal, Suppression, and Depression in Adolescent Boys and Girls -- Personal and Contextual Resources for the Development of ER -- Brain Maturation in Adolescence -- Emotion Awareness and Understanding -- Working Memory Capacity -- Contextual Resources for the Development of ER -- Evidence-Based Conclusions About ER -- Recommendations for Youth Practitioners and Policy Makers -- Conclusions.

Youth development programs seek to promote positive development through mentoring and engaging youth in opportunities for individual growth and community connectedness. We present findings from the initial phase of a mixed-methods, longitudinal study aimed at assessing the impact of one such program, Cub Scouts, on character development. We assessed if Scouting, and a recent innovation in Scouting focused on program quality, are associated with the development of character and other positive youth outcomes. Participants were 1,083 Scouts and non-Scouts, aged 5-12 years. At the start of the study, there was no difference in indicators of character between Scouts and non-Scouts, once matched through propensity score analyses. Through content analyses of interviews and short- answer questionnaires administered to leaders, we found that leaders' views of character and of their roles corresponded to those envisioned by Cub Scouts. Implications for character development, and for the role of program components in character development, are discussed.