Page 88 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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t exist in their ecology. Positive outcomes will be more probable and
risky behaviour (such as ESL) less frequent (Lerner et al., 2012). The posi-
tive youth perspective asserts that young people have the right to contexts
that foster their strengths and competencies, which provide opportunities
and encouragements to learn and explore (Damon, 2004). The community
context can provide just that to promote positive development and prevent
ESL by introducing community-based activities that are free to all and or-
ganised in such a way that promotes positive youth development and posi-
tive self-concept development (congruent with the academic self-concept).
References
Avsec, A. (2007). Psihodiagnostika osebnosti [Psychodiagnostics of Personality].
Ljubljana: Filozofska fakulteta Univerze v Ljubljani.
Balfanz, R., & Brnesm V. (2006). Closing the mathematics achievement gap
in high poverty middle schools: Enablers and constraints. Journal of
Education for Students Placed at Risk, 11, 143–159.
Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A. (2006). Positive youth
development: Theory, research, and applications. In W. Damon & R. M.
Lerner (Eds.), Handbook of child psychology (pp. 894–941). New York:
John Wiley.
Blum, R. W., & Libbey, H. P. (2004). School connectedness – strengthening
health and education outcomes for teenagers. Journal of School Health,
74, 229–299.
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The 5Cs model of positive youth development: A longitudinal
analyses of confirmatory factor structure and measurement invariance.
Journal of Youth and Adolescence, 39, 720–735.
Cantin, S., & Boivin, M. (2004). Change and stability in children’s social net-
work and self-perceptions during transition from elementary to junior
high school. International Journal of Behavioral Development, 28, 561–570.
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program.
School Psychology Quarterly, 29(4), 567–577.
Chase, P.A., Hilliard, L. J., Geldof, J., Warren, D. J. A., & Lerner, R. M. (2014).
Academic achievement in the high school years; the changing role of
school engagement. Journal of Youth and Adolescence, 43(6), 884–96.
88
risky behaviour (such as ESL) less frequent (Lerner et al., 2012). The posi-
tive youth perspective asserts that young people have the right to contexts
that foster their strengths and competencies, which provide opportunities
and encouragements to learn and explore (Damon, 2004). The community
context can provide just that to promote positive development and prevent
ESL by introducing community-based activities that are free to all and or-
ganised in such a way that promotes positive youth development and posi-
tive self-concept development (congruent with the academic self-concept).
References
Avsec, A. (2007). Psihodiagnostika osebnosti [Psychodiagnostics of Personality].
Ljubljana: Filozofska fakulteta Univerze v Ljubljani.
Balfanz, R., & Brnesm V. (2006). Closing the mathematics achievement gap
in high poverty middle schools: Enablers and constraints. Journal of
Education for Students Placed at Risk, 11, 143–159.
Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A. (2006). Positive youth
development: Theory, research, and applications. In W. Damon & R. M.
Lerner (Eds.), Handbook of child psychology (pp. 894–941). New York:
John Wiley.
Blum, R. W., & Libbey, H. P. (2004). School connectedness – strengthening
health and education outcomes for teenagers. Journal of School Health,
74, 229–299.
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The 5Cs model of positive youth development: A longitudinal
analyses of confirmatory factor structure and measurement invariance.
Journal of Youth and Adolescence, 39, 720–735.
Cantin, S., & Boivin, M. (2004). Change and stability in children’s social net-
work and self-perceptions during transition from elementary to junior
high school. International Journal of Behavioral Development, 28, 561–570.
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent
Latino ELLs: A study of the culturally adapted Strong Teens program.
School Psychology Quarterly, 29(4), 567–577.
Chase, P.A., Hilliard, L. J., Geldof, J., Warren, D. J. A., & Lerner, R. M. (2014).
Academic achievement in the high school years; the changing role of
school engagement. Journal of Youth and Adolescence, 43(6), 884–96.
88
