Positive youth development is a strengths-based, positive psychology approach to fostering adolescents' educational engagement and achievement. It focuses not just on students' academic development but also on their vocational, social, and emotional development. The positive youth development philosophy is at the heart of Cynthia Hazel's unique model of secondary school change, which uses a multi-tiered system of support to challenge the status quo of widespread achievement gaps. In this thought-provoking book, Dr. Hazel presents her positive youth development–multi-tiered system of support model, including its theoretical foundations, practical instructions for implementing the model, and case examples illustrating application. Recognizing that students' own voices are critical to their empowerment and strong outcomes, the model calls for students to participate alongside parents, teachers, and administrators in designing and guiding the school's support structures. The resulting paradigm shift — truly empowered learning — offers hope for all secondary schools, especially those in which many students currently do not achieve postsecondary success. Contents: Introduction I. Foundations for Positive Youth Development in Secondary Schools Challenging Educational Inequities Through Positive Youth DevelopmentAdolescence and Developmental Considerations II. The Positive Youth Development–Multi-Tiered System of Support Model Overview of the Positive Youth Development–Multi-Tiered System of Support ProcessesPositive Youth Development–Multi-Tiered System of Support Leadership Team ProcessesPositive Youth Development–Multi-Tiered System of Support Student-Centered Team Processes III. Making It Happen Student-Centered Data Collection and AnalysisStudent Leadership and Voice in SchoolsImportant ConsiderationsCase Studies and Concluding Thoughts References About the Author: Cynthia E. Hazel, PhD, is chair of the Teaching and Learning Sciences Department and associate professor in the Child, Family, and School Psychology Program at the University of Denver. Dr. Hazel has consulted extensively with secondary schools and districts interested in enhancing student outcomes and learning. Dr. Hazel's research interests include consultation, student school engagement, on-time high school graduation, and the prevention of bullying. She has published two books and numerous articles and has presented internationally to promote equity and population-wide wellness for children, families, and school communities. When not working to create equitable student outcomes and engaging learning communities, Dr. Hazel kayaks, mountain bikes, and skis. |