Challenge: To Be+. A group intervention program to promote the positive development of adolescents

Teresa Freire, Isabel Lima, Ana Teixeira, Marta Raquel Araújo and Alexandra Machado

Children and Youth Services Review, 2018, vol. 87, issue C, 173-185

Abstract: In the last decades, research has focused on the promotion of positive youth development by creating, implementing and assessing positive youth interventions programs. This study analyzes the effectiveness of a group intervention program, titled “Challenge: To Be+”, aimed to promote positive development of adolescents, focusing on positive emotions, character strengths, and optimal experiences. We assessed its impact on positive developmental dimensions (self-esteem, self-concept, psychological well-being and satisfaction with life) and tested gender as a predictor of program impact in the experimental group. Furthermore, we explored the perceptions and the evaluation of adolescents regarding the program and its contents, using quantitative and qualitative methodologies. Participated 99 adolescents (55 girls and 44 boys) from the ninth grade, divided into experimental (n = 74) and comparison (n = 25) groups. Results showed higher levels of self-esteem and satisfaction with life at posttest in the experimental group when compared to the comparison group, after controlling for the pretest. Taking in consideration the experimental group, gender was a predictor of program improvement on positive developmental dimensions, indicating a stronger effect on girls. Qualitative and quantitative results showed a positive appraisal of the program, with no gender differences in this appreciation. Findings support the importance of this program for the promotion of positive youth development.

Keywords: Adolescents; Positive group intervention; Positive development; Gender (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:87:y:2018:i:c:p:173-185

DOI: 10.1016/j.childyouth.2018.02.035

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