Page 33 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 33
positive youth development and thriving in norwegian youth
Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (1998). Beyond the “vil-
lage” rhetoric: Creating healthy communities for children and adoles-
cents. Applied Developmental Science, 2, 138–59. https://doi.org/10.1207/
s1532480xads0203_3
Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measure-
ment of thriving in adolescence. The Journal of Positive Psychology, 4(1),
85–104. https://doi.org/10.1080/17439760802399240
Benson, P. L., Scales, P. C., Hamilton, S., & Sesma, A. (2007). Positive youth
development: Theory, research, and applications. Handbook of Child
Psychology: Theoretical Models of Human Development, 1(1), 894–942.
https://doi.org/10.1002/9780470147658.chpsy0116
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the
developmental assets framework to positive youth development theory
and practice. Advances in Child Development and Behavior, 41, 197–230.
https://doi.org/10.1016/b978-0-12-386492-5.00008-7
Bergan, Ø. (2017). Country sheet on youth policy in Norway. Youth partner-
ship: Partnership between the European Commission and the Council
of Europe in the field of youth. Accessed at http://pjp-eu.coe.int/en/web/
youth-partnership/background-information-on-youth-policy
Bowers, E., Li, Y., Kiely, M. K., Brittian, A, Lerner, J. V., & Lerner, R. M. (2010).
The five Cs model of positive youth development: A longitudinal anal-
ysis of confirmatory factor structure and measurement invariance.
Journal of Youth and Adolescence, 39, 720–735. https://doi.org/10.1007/
s10964-010-9530-9
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of hu-
man development. In R. M. Lerner & W. Damon (Eds.), Handbook of
child psychology: Theoretical models of human development (pp. 793–828).
Hoboken, NJ: John Wiley & Sons Inc.
Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships
between five after-school activities and academic achievement.
Journal of Educational Psychology, 91(2), 369–378. https://doi.
org/10.1037/0022-0663.91.2.369
Davis-Kean, P. E. (2005). The influence of parent education and family income
on child achievement: The indirect role of parental expectations and the
home environment. Journal of Family Psychology, 19(2), 294–304. https://
doi.org/10.1037/0893-3200.19.2.294
Drescher, C., Chin, E. G., Johnson, L. R., & Johnson-Pynn, J. S. (2012).
Exploring developmental assets in Ugandan youth. International Journal
33
Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (1998). Beyond the “vil-
lage” rhetoric: Creating healthy communities for children and adoles-
cents. Applied Developmental Science, 2, 138–59. https://doi.org/10.1207/
s1532480xads0203_3
Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measure-
ment of thriving in adolescence. The Journal of Positive Psychology, 4(1),
85–104. https://doi.org/10.1080/17439760802399240
Benson, P. L., Scales, P. C., Hamilton, S., & Sesma, A. (2007). Positive youth
development: Theory, research, and applications. Handbook of Child
Psychology: Theoretical Models of Human Development, 1(1), 894–942.
https://doi.org/10.1002/9780470147658.chpsy0116
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the
developmental assets framework to positive youth development theory
and practice. Advances in Child Development and Behavior, 41, 197–230.
https://doi.org/10.1016/b978-0-12-386492-5.00008-7
Bergan, Ø. (2017). Country sheet on youth policy in Norway. Youth partner-
ship: Partnership between the European Commission and the Council
of Europe in the field of youth. Accessed at http://pjp-eu.coe.int/en/web/
youth-partnership/background-information-on-youth-policy
Bowers, E., Li, Y., Kiely, M. K., Brittian, A, Lerner, J. V., & Lerner, R. M. (2010).
The five Cs model of positive youth development: A longitudinal anal-
ysis of confirmatory factor structure and measurement invariance.
Journal of Youth and Adolescence, 39, 720–735. https://doi.org/10.1007/
s10964-010-9530-9
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of hu-
man development. In R. M. Lerner & W. Damon (Eds.), Handbook of
child psychology: Theoretical models of human development (pp. 793–828).
Hoboken, NJ: John Wiley & Sons Inc.
Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships
between five after-school activities and academic achievement.
Journal of Educational Psychology, 91(2), 369–378. https://doi.
org/10.1037/0022-0663.91.2.369
Davis-Kean, P. E. (2005). The influence of parent education and family income
on child achievement: The indirect role of parental expectations and the
home environment. Journal of Family Psychology, 19(2), 294–304. https://
doi.org/10.1037/0893-3200.19.2.294
Drescher, C., Chin, E. G., Johnson, L. R., & Johnson-Pynn, J. S. (2012).
Exploring developmental assets in Ugandan youth. International Journal
33
