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Conceptualizing Positive Development and Resilience in Emerging Adulthood Conceptualizing Positive Development and Resilience in Emerging Adulthood
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The Salience of Adaptational Issues in Emerging Adulthood The Salience of Adaptational Issues in Emerging Adulthood
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Operationalizing Positive Development in Emerging Adulthood Operationalizing Positive Development in Emerging Adulthood
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Positive Development Model Positive Development Model
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Pathways of Positive Development over Emerging Adulthood Pathways of Positive Development over Emerging Adulthood
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Positive Development and Mental Health Problems Positive Development and Mental Health Problems
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Eudaimonic Approaches to Positive Development Eudaimonic Approaches to Positive Development
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Implications of Positive Development in Emerging Adulthood for the Life Course Implications of Positive Development in Emerging Adulthood for the Life Course
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Positive Development at 19–20 Years as Source of Resilience at 23–24 Years Positive Development at 19–20 Years as Source of Resilience at 23–24 Years
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Positive Development and the Transition to Parenthood Positive Development and the Transition to Parenthood
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Promoting Positive Development in Emerging Adulthood Promoting Positive Development in Emerging Adulthood
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Positive Education Positive Education
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Global Citizenship Global Citizenship
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Limitations of Existing Work Limitations of Existing Work
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Conclusion Conclusion
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Acknowledgments Acknowledgments
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References References
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36 Positive Development and Resilience in Emerging Adulthood
Get accessMeredith O'Connor, Institute of Positive Education, Geelong Grammar School; Department of Paediatrics, The University of Melbourne; and Murdoch Children’s Research Centre, Royal Children’s Hospital.
Ann V. Sanson, Department of Paediatrics, The University of Melbourne
John W Toumbourou, Centre for Mental Health and Wellbeing Research and School of Psychology, Deakin University
Mary T. Hawkins, Deakin University
Primrose Letcher, Department of Paediatrics, The University of Melbourne, The Royal Children’s Hospital Melbourne
Paige Williams, Positive Education Department, Geelong Grammar School and Graduate School of Education, The University of Melbourne
Craig Olsson, School of Psychology, Deakin University; and Centre for Adolescent Health, Murdoch Childrens Research Institute
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Published:02 September 2014
Cite
Abstract
Recently, calls have been made for an increased focus on successful development in young people and how optimal developmental pathways can be promoted. The concept of healthy functioning or positive development is particularly relevant to the emerging-adulthood period because of the significant potential for positive change and redirection of life pathways observed during this time. This chapter focuses on one empirically tested model of positive development in emerging adulthood developed with data from the Australian Temperament Project. Positive development is conceptualized as comprising the dimensions of civic action and engagement, trust and tolerance of others, trust in authorities and organizations, social competence, and life satisfaction. A growing body of research suggests that positive development in emerging adulthood is an important asset for young people, with distinct developmental antecedents and consequences for later functioning. The findings provide possible targets for interventions to promote healthy developmental pathways into adulthood.
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