TY - CHAP
T1 - Positive youth development in organized programs
T2 - How teens learn to manage emotions
AU - Rusk, Natalie
AU - Larson, Reed W.
AU - Raffaelli, Marcela
AU - Walker, Kathrin
AU - Washington, La Tesha
AU - Gutierrez, Vanessa
AU - Kang, Hyeyoung
AU - Tran, Steve
AU - Cole Perry, Stephen
N1 - Publisher Copyright:
© Springer Science+Business Media Dordrecht 2013.
PY - 2013/1/1
Y1 - 2013/1/1
N2 - Organized youth programs provide opportunities for adolescents to develop life and career skills while working on real-world projects, such as planning community events or creating public service announcements. In this chapter, we focus on adolescents development of skills for managing emotions. We first discuss how youth learn strategies for handling emotions that arise in their work on projects, and then look at how adult program leaders facilitate youth’s learning. Key findings from our qualitative research are that youth learn about emotions through active, conscious processes of observing and analyzing their experiences; and they learn not only to regulate frustration, anger, and worry, but also to use the functional aspects of these emotions in constructive ways. Program leaders facilitate youth’s active learning process through emotion coaching helping youth reflect on unfolding emotional episodes, consider alternative strategies, and persist in problem solving. The chapter shows how effective organized programs provide rich affordances for positive youth development.
AB - Organized youth programs provide opportunities for adolescents to develop life and career skills while working on real-world projects, such as planning community events or creating public service announcements. In this chapter, we focus on adolescents development of skills for managing emotions. We first discuss how youth learn strategies for handling emotions that arise in their work on projects, and then look at how adult program leaders facilitate youth’s learning. Key findings from our qualitative research are that youth learn about emotions through active, conscious processes of observing and analyzing their experiences; and they learn not only to regulate frustration, anger, and worry, but also to use the functional aspects of these emotions in constructive ways. Program leaders facilitate youth’s active learning process through emotion coaching helping youth reflect on unfolding emotional episodes, consider alternative strategies, and persist in problem solving. The chapter shows how effective organized programs provide rich affordances for positive youth development.
UR - http://www.scopus.com/inward/record.url?scp=84948068209&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84948068209&partnerID=8YFLogxK
U2 - 10.1007/978-94-007-6398-2_15
DO - 10.1007/978-94-007-6398-2_15
M3 - Chapter
AN - SCOPUS:84948068209
SN - 9789400763975
SP - 247
EP - 261
BT - Research, Applications, and Interventions for Children and Adolescents
PB - Springer
ER -