Journal article
K. Eichas, Marilyn J. Montgomery, A. Meca, W. Kurtines
Child Development, 2017
Child Development, 2017
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APA
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Eichas, K., Montgomery, M. J., Meca, A., & Kurtines, W. (2017). Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development. Child Development.
Chicago/Turabian
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Eichas, K., Marilyn J. Montgomery, A. Meca, and W. Kurtines. “Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development.” Child Development (2017).
MLA
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Eichas, K., et al. “Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development.” Child Development, 2017.
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@article{k2017a,
title = {Empowering Marginalized Youth: A Self-Transformative Intervention for Promoting Positive Youth Development.},
year = {2017},
journal = {Child Development},
author = {Eichas, K. and Montgomery, Marilyn J. and Meca, A. and Kurtines, W.}
}
Abstract
This article reports the results of a positive youth development (PYD) intervention for adolescents in alternative high schools (209 African American and Hispanic American adolescents, aged 14-18; 118 females and 91 males). The intervention was guided by a self-transformative model of PYD (Eichas, Meca, Montgomery, & Kurtines, 2014). This model proposes that the actions youth take to define themselves function as active ingredients in positive development over the life course. Consistent with the self-transformative model, results provided support for direct or mediated intervention effects on the self-transformative processes of self-construction and self-discovery, life goal development, identity synthesis, and internalizing problems. The findings illustrate the utility of using a self-transformative approach to PYD in work with marginalized youth populations.