Benson, P.L., & Leffert, N. (2001). Childhood and adolescence: Developmental Assets. In N.J. Smelser & P.G. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. (pp. 1690-1697). Oxford: Pergamon.
Benson, P.L., Scales, P.C., (2004). Developmental assets. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of applied developmental science. Thousand Oaks, CA: Sage Publications, Inc.
Benson, P.L., Scales, P.C., Leffert, N., & Roehlkepartain, E.C. (1999). A fragile foundation: The state of developmental assets among American youth. Minneapolis: Search Institute.
Benson, P.L. (2001). Developmental assets. In J.V. Lerner & R.M. Lerner (Eds.), Adolescence in America: An encyclopedia. (pp. 208-217). Santa Barbara, CA: ABC-CLIO.
Benson, P.L. (1998). Mobilizing communities to promote developmental assets: A promising strategy for the prevention of high-risk behaviors. Family Science Review, 11(3): 220-238.
Benson, P.L., Galbraith, J., & Espeland, P. (1994). What kids need to succeed: Proven, practical ways to raise good kids. Minneapolis: Free Spirit Publishing, Inc.
Benson, P.L., Scales, P.C., Leffert, N., & Roehlkepartain, E.C. (1999). A fragile foundation: The state of developmental assets among American youth. Minneapolis: Search Institute.
French, S.A., Leffert, N., Story, M., Newmark-Sztainer, D., Hannan, P., & Benson, P.L. (2001). Adolescent binge/purge and weight loss behaviors: Associations with developmental assets. Journal of Adolescent Health, 28(3), 211-221.
Leffert, N. (1997). Building assets: A positive approach to adolescent health. Minnesota Medicine, 80, 27-30.
Leffert, N., Benson, P.L., Scales, P.C., Sharma, A., Drake, D., & Blyth, D.A. (1998). Developmental assets: Measurement and prediction of risk behaviors among adolescents. Applied Developmental Science, 2(4), 209-230.
Roehlkepartain, E.C., Benson, P.L., & Sesma, A. (2003). Signs of
progress in putting children first: Developmental assets among youth in St.
Louis Park, 1997-2001. Minneapolis, MN: Unpublished report prepared by
Search Institute for St. Louis Park's Children First initiative.
Scales, P.C. (1998). Asset building and risk reduction: Complementary strategies for youth development. Pregnancy Prevention for Youth: An Interdisciplinary Newsletter, 1(2).
Scales, P.C. (1997). The role of family support programs in building developmental assets among young adolescents: A national survey of services and staff training needs. Child Welfare, 76(5), 611-635.
Scales, P.C., Benson, P.L., Leffert, N., & Blyth, D.A. (2000). The contribution of developmental assets to the prediction of thriving outcomes among adolescents. Applied Developmental Science, 4(1), 27-46.
Scales, P.C., & Gibbons, J.L. (1996). Extended family members and unrelated adults in the lives of young adolescents: A research agenda. Journal of Early Adolescence, 16(4), 365-389.
Search Institute's framework of developmental assets is presented as the context for understanding how relationships with extended family and unrelated adults other than parents might positively affect young adolescents. The structure and function of these relationships are discussed extensively, and differences related to adolescents’ ages, gender, race, and socioeconomic status are reviewed. Numerous questions are posed for future research.
Scales, P.C. & Leffert, N. (2004). Developmental assets: A synthesis of the scientific research on adolescent development (2nd ed.). Minneapolis: Search Institute.
Scales, P.C., Leffert, N., & Vraa, R. (2003). The relation of community developmental attentiveness to adolescent health. American Journal of Health Behavior, 27(Supplement 1), S22-S34.
Scales, P.C., Lucero, M.G., & Halvorson, H. (1998). Voices of hope: Building developmental assets among Colorado youth-results of the Colorado adult and youth polls. Minneapolis: Search Institute.
Scales, P.C., Sesma, A. Jr. (2003). Developmental assets reduce the driving plus alcohol mix. Health in Action (American School Health Association).
Leffert, N., Benson, P.L., & Roehlkepartain, J.L. (1997). Starting out right: Developmental assets for children. Minneapolis: Search Institute.
Roehlkepartain, J.L., & Leffert, N. (2000). A leader's guide to what young children need to succeed; Working together to build assets from birth to age 11. Minneapolis: Free Spirit Publishing, Inc.
Roehlkepartain, J.L., & Leffert, N. (2000). What young children need to succeed; Working together to build assets from birth to age 11. Minneapolis: Free Spirit Publishing, Inc.
Scales, P.C., Sesma, A. Jr., & Bolstrom, B. (2003). Coming into their own: How developmental assets promote positive growth in middle childhood. Minneapolis: Search Institute.
Benson, P.L. (2004). Commentary: Emerging themes in research on adolescent spiritual and religious development. Applied Developmental Science, 8(1), 47-50.
Benson, P.L., Roehlkepartain, E.C., & Rude, S.P. (2003). Spiritual
development in childhood and adolescence: Toward a field of inquiry.
Applied Developmental Science,
7(3), 205-213.
Roehlkepartain, E.C. (2004). Exploring scientific and theological perspectives on children's spirituality. In D. Ratcliff (Ed.), Children's spirituality: Christian perspectives, research, and applications (pp. 120-132). Eugene, OR: Cascades Books.
Roehlkepartain, E.C. (2003). Loose bonds, emerging commitments: The lives
and faith of Lutheran youth. In R. Cimino (Ed.), Lutherans
today: American Lutheran identity in the 21st century. Grand Rapids,
MI: Eerdmans Publishing
Roehlkepartain, E.C. (2003). Making room at the table for everyone: Interfaith engagement in positive child and adolescent development. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs; Vol. 3, Promoting positive youth and family development: Community systems, citizenship, and civil society. (pp. 535-563). Thousand Oaks, CA: Sage Publications, Inc.
Benson, P.L. (2002). Adolescent development in social and community context: A program of research. New directions for youth development, Pathways to positive development among diverse youth, No. 95. (pp. 123-147). San Francisco: Jossey-Bass Inc.
Benson, P.L., Mannes, M., Pittman, K., & Ferber, T. (2004). Youth development, developmental assets, and public policy. In R.M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology (2nd ed., pp.781-814). New York: John Wiley.
Benson, P.L., & Pittman, K.J. (2001). Trends in youth development: Visions, realities and challenges. New York: Springer Publishers.
Benson, P.L., & Pittman, K.J. (2001). Moving the youth development message: Turning a vague idea into a moral imperative. In P.L. Benson & K.J. Pittman (Eds.), Trends in youth development: Visions, realities, and challenges. (pp. vii-xii). New York: Springer Publishers.
Benson, P.L., & Saito, R.N. (2001). The scientific foundations of youth development. In P.L. Benson & K.J. Pittman (Eds.), Trends in youth development: Visions, realities, and challenges. (pp. 135-154). New York: Springer Publishers.
Benson, P.L., Scales, P.C., Hamilton, S.F., & Sesma, A. Jr. (2004). Positive youth development: Theory, research, and application. In W.W. Damon & R.M. Lerner (Eds.), Handbook of child psychology, volume 1, theoretical models of human development. New York: John Wiley.
King, P.E., Dowling, E.M., Mueller, R.A., White, K., Schultz, W., Osborn, P., Dickerson, E., Bobek, D.L., Lerner, R.M., Benson, P.L., & Scales, P.C. (2005). Thriving in adolescence: The voices of youth-serving practitioners, parents, and early and late adolescents. Journal of Early Adolescence, 25(1), 113-143.
Scales, P.C. (2004). The world of adults today: Implications for positive youth development. In E.G. Clary & J.E. Rhodes (Eds.), Mobilizing adults for positive youth development: Promoting socially valued activities. New York: Springer Publishers.
Scales, P.C. & Benson, P.L. (2004). Thriving in adolescence. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of applied developmental science. Thousand Oaks, CA: Sage Publications, Inc.
Scales, P.C. & Benson, P.L. (2004). Positive indicators of youth development: Prosocial orientation and community service. In K.A. Moore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York: Springer Publishers.
Theokas, C., Almerigi, J., Lerner, R.M., Dowling, E.M., Benson, P.L., Scales, P.C., & von Eye, A. (2005). Conceptualizing and modeling individual and ecological asset components of thriving in early adolescence. Journal of Early Adolescence, 25(1), 94-112.
Benson, P.L. (2003). Developmental Assets and asset-building community: Conceptual and empirical foundations. In R.M. Lerner & P.L. Benson (Eds.), Developmental assets and asset-building communities: Implications for research, policy, and practice. (pp. 19-43). New York: Springer Publishers.
Benson, P.L. (2002). Foreword. In D. Ayre, G. Clough, & T. Norris (Eds.), Trendbender: Building healthy and vital communities. (pp. vi-ix) Chicago, IL: Health Research and Educational Trust.
Benson, P.L. (2003). Toward asset-building communities: How does change occur? In R. M. Lerner & P.L. Benson (Eds.), Developmental assets and asset-building communities: Implications for research, policy, and practice. New York: Springer Publishers.
Benson, P.L. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass Inc.
Benson P.L. (1995). Uniting communities for youth: Mobilizing all sectors to create a positive future. Minneapolis: Search Institute.
Benson, P., Leffert, N., Scales, P., & Blyth, D. (1998). Beyond the "village" rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science 2(3), 138-159.
Benson, P.L., & Libbey, H. (2001). Minneapolis Promise: reflections on the journey. The Center, 54-67.
Benson, P.L., Scales, P.C., & Mannes, M. (2003). Developmental strengths and their sources: Implications for the study and practice of community building. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies and programs; Vol. 1: Applying developmental science for youth and families: Historical and theoretical foundations. (pp. 369-406). Thousand Oaks, CA: Sage Publications, Inc.
Blyth, D.A., & Leffert, N. (1995). Communities as contexts for adolescent development: An empirical analysis. Journal of Adolescent Research, 10(1), 64-87.
Research on the relation between context and adolescent development has been driven by an awareness of increases in problem behaviors during adolescence and an interest in the role of contextual factors that may affect adolescent outcomes. The present study focused on cross-sectional views of changes in youth over time and compared 112 different communities as experienced by 9th through 12th graders, using the community as the main unit of analysis. The analyses demonstrated that very different percentages of youths in different types of communities experience community strengths. In addition, similar types of youths (i.e., vulnerable, average, and high-asset youth) are affected differentially by the overall health of the community. In particular, vulnerable youths, those with few personal assets, benefit from living in healthier communities and these effects are visible across all types of communities. Analyses also revealed grade differences among different types of youths.
Lerner, R.M., & Benson, P.L. (2002). Developmental assets and asset-building communities: Implications for research, policy, and practice. New York: Springer Publishers.
Mannes, M. (2001). Search Institute's evolving approach to community-based human development and the role of service learning. In M.E. Kenny, L.A.K. Simon, K. Kiley-Brabeck, & R.M. Lerner (Eds.), Learning to serve: Promoting civil society through service learning. (pp. 423-441). Boston: Springer Publishers.
Mannes, M., Benson, P.L., Kretzmann, J., & Norris, T. (2003). The American tradition of community development: Implications for guiding community engagement in youth development. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies and programs; Vol. 1: Applying developmental science for youth and families: Historical and theoretical foundations. (pp. 469-499). Thousand Oaks, CA: Sage Publications, Inc.
Mannes, M., Lewis, S., Hintz, N., Foster, K., & Nakkula, M. (2002). Cultivating developmentally attentive communities: A report on the first wave of the National Asset-Building Case Study Project. Minneapolis, MN: Search Institute.
Mannes, M., Roehlkepartain, E.C., & Benson, P.L. (2005). Unleashing the power of community to strengthen the well-being of children, youth, and families: An asset-building approach. Child Welfare 84(2), 233-250.
Saito, R.N., Sullivan, T.K., & Hintz, N.R. (2000). The possible dream: What families in distressed communities need to help youth thrive. Minneapolis: Search Institute.
Scales P.C. (1998). Mobilizing communities to build youth assets: How family support can help. Family Resource Coalition of America Report 7(1).
Berkas, T.H. & Hong, K. (2000) First steps in evaluation; basic tools for asset-building initiatives: A supplement packet to the Healthy Communities Healthy Youth Tool Kit. Minneapolis: Search Institute.
Mesaros, W. (2001). Making evaluation integral to your asset-building initiative: Employing a theory of action and change. Minneapolis: Search Institute.
Mannes, M. (2001). Well-being and family-centered services; The value of the developmental assets framework. In E. Walton, P. Sandau-Beckler, & M. Mannes (Eds.), Balancing family-centered services and child well-being; Exploring issues in policy, practice, theory, and research. (pp. 128-154). New York: Columbia University Press.
Roehlkepartain, E.C., Mannes, M., Scales, P.C., Lewis, S., Bolstrom, B. (2004). Building strong families 2004 summary report: A study of African American and Latino/Latina parents in the United States. Search Institute and YMCA of the USA.
Roehlkepartain, E.C., Scales, P.C., Roehlkepartain, J.L., Gallo, C., & Rude, S.P. (2002). Building strong families: Highlights from a preliminary survey from YMCA of the USA and Search Institute on what parents need to succeed. YMCA of the USA and Search Institute.
Scales, P.C. (1997). The role of family support programs in building developmental assets among young adolescents: A national survey of services and staff training needs. Child Welfare, 76(5), 611-635.
Scales, P.C., Benson, P.L., Roehlkepartain, E.C., Hintz, N.R., Sullivan, T.K., & Mannes, M. (2004). The role of parental status and child age in the engagement of children and youth with adults outside their families. Journal of Family Issues, 25(6), 735-760.
Benson, P.L., Donahue, M.J., & Erickson, J.A. (1993). The Faith Maturity Scale: Conceptualization, measurement, and empirical validation. Research in the Social Scientific Study of Religion, 5, 1-26.
This paper describes the development of the Faith Maturity Scale, a 38 item measure employed in a recent national study of six Protestant denominations. It is a criterion based instrument, formulated following the naming of eight core dimensions of faith maturity and 38 indicators of those dimensions, with the assistance of several panels of experts. Four issues concerning the scale are explored in detail: its psychometric properties; its relation to income, education, political orientation, region, age, and gender; a four-fold typology based on subscales measuring "vertical" and "horizontal" religious orientations; and the development of two short scale forms.
Benson, P.L., Donahue, M.J., & Erickson, J.A. (1989). Adolescence and religion: A review of literature from 1970 to 1986. Research in the Social Scientific Study of Religion, Volume 1, 153-181.
This review examines recent research on the religiousness of individuals aged 10 to 18. National profiles of religiousness indices for adolescents reveal a decline in most forms of religiousness over the adolescent years, and gender and race differences that correspond to those reported for adults. Research concerning cognitive processes in religious development indicate that this “adolescent apostasy” may be due in part to a rejection of the concrete religious images of childhood. Parental transmission of religious practices and values is found to be influenced both by the consistency and content of the parental messages. The impact of religious schooling, however, is less clear. The research in adolescent religiousness has tended to be the by-product of research in other areas, rather than an interest in itself.
Donahue, M.J., & Benson, P.L. (1995). Religion and the well-being of adolescents. The Society for the Psychological Study of Social Issues, 51(2), 145-160.
A literature review of the relation between religiousness and adolescent well-being is presented, along with new analyses from a large adolescent data base. The study finds that the average level of religiousness of U.S. adolescents has not declined recently, although it does appear to decrease on average across the years of adolescence. African Americans are more religious than whites, and girls are more religious than boys. Religiousness is positively associated with prosocial values and behavior, and negatively related to suicide ideation and attempts, substance abuse, premature sexual involvement, and delinquency. It is unrelated to self-esteem. These results are found to be robust after controlling for sociodemographic characteristics. The article concludes with policy suggestions for integrating religion’s prosocial influences into larger societal programs.
Leffert, N. & Herring, H. (1998). Shema: Listening to Jewish youth. Minneapolis: Search Institute.
Roehlkepartain, E.C. (2003). Building strengths, deepening faith: Understanding and enhancing youth development in Protestant congregations. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs; Vol. 3: Promoting positive youth and family development: Community systems, citizenship, and civil society. (pp. 515-534). Thousand Oaks, CA: Sage Publications, Inc.
Roehlkepartain, E.C. (2003). Engaging families in service: Rationale and resources for congregations. Family Ministry: Empowering through Faith, 17(3), 22-41.
Roehlkepartain, E.C. (2003). Faith communities: Untapped allies in service-learning. The Generator: Journal of Service-Learning and Service Leadership, 21(3), 20-24.
Roehlkepartain, E.C. (2005). Growing together through serving together. Clergy Journal 81(5), 19-20.
Roehlkepartain, E.C. (2003). Supporting and encouraging parents: Challenges
and opportunities for congregations. Family
Ministry: Empowering Through Faith, 17(2), 46-60.
Roehlkepartain, E.C. (2001). Walk your talk. Children's Ministry Magazine, 48-51.
Roehlkepartain, E.C., Naftali, E.D. & Musegades, L. (2000).
Growing
up generous; Engaging youth in giving and serving. Washington,
D.C.: Alban Institute.
Wagener, L.M., Furrow, J.L., King, P.E., Leffert, N., & Benson, P.L.
(2003). Religious involvement and developmental resources in youth. Review of Religious Research,
44(3), 271-284.
Kielsmeier, J.C., Scales, P.C., Roehlkepartain, E.C., & Neal, M. (2004). Preliminary findings: Community service and service-learning in public schools. In National Youth Leadership Council, Growing to greatness: The state of service-learning project. (pp. 6-11). St. Paul: National Youth Leadership Council.
Scales, P.C. (2000). Building students' developmental assets to promote health and school success. The Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 74(2), 84-88.
Scales, P.C. (1999). Care and challenge: The sources of student success. Middle Ground-The Magazine of Middle Level Education, 3(2), 21-23.
Scales, P.C. (1999). Developmental assets: Response to Price and Drake ("Asset building: Rhetoric versus Reality- a cautionary note"). Journal of School Health, 69(6), 217-218.
Scales, P.C. (1999). Doing service-learning with young adolescents: The lessons of recent research. In S. Totten, C. Johnson, L. Morrow, & T.S. Briegel (Eds.), Preparing middle level educators: Practicing what we preach (pp. 85-88). New York: Garland.
Scales, P.C. (1996). How to equip our children for success. Our Children: The National PTA Magazine, 22(1), 32-33.
Scales, P.C. (1999). Increasing service-learning's impact on middle school students. Middle School Journal, 30(5), 40-44.
Scales, P.C. (1999). Reducing risks and building developmental assets: Essential actions for promoting adolescent health. Journal of School Health, 69(3), 113-119.
Scales, P.C. (1996). A responsive ecology for positive young adolescent development. The Clearinghouse: A Journal of Educational Research, Controversy, and Practice, 69(4), 226-230.
Scales, P.C., Blyth, D.A., Berkas, T.H., & Kielsmeier, J.C. (2000). The effects of service-learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20(3), 332-358.
Scales, P.C., Foster, K., Mannes, M., Horst, M., Pinto, & Rutherford, A. (2005). School-business partnerships, developmental assets, and positive outcomes among urban high school students: A mixed-methods study. Urban Education, 40.
Scales, P.C., Foster, K.C., Mannes, M., Horst, M.A., Pinto, K.C., and Rutherford, A. (2002). An exploratory study of the relation of school-business partnerships and developmental assets to school success among urban high school students; A Search Institute Research Report submitted to National Association of Partners in Education. Alexandria, VA: National Association of Partners in Education.
Scales, P.C., and Koppelman, D.J. (1997). Service learning in teacher preparation: Issues and implications. In J. Schine, ed., Service learning--97th yearbook of the National Society for the Study of Education, Washington, D.C.: NSSE.
This chapter reviews and synthesizes the literature on how middle and high school teachers are prepared to use service learning as a teaching and learning method. Both pre-service and in-service preparation are covered. The authors present examples of university based teacher training in service learning, but conclude that adequate training is rare. Recommendations include providing service learning training that links service learning to the core curriculum and mission of the schools, integrating training across pre-service teachers' preparation program studies, and placing service learning within a well elaborated framework of positive youth development, such as Search Institute's framework of Developmental Assets.
Scales, P.C., & McEwin, C.K. (1996). The effects of comprehensive middle level teacher preparation programs. Research in Middle Level Education Quarterly, 19(2), 1-22.
This study examined the impact of high quality middle level teacher preparation programs as determined by 2,139 middle school teachers teaching in 525 middle schools (grades 6-8). Only 22% had special preparation in their undergraduate programs that focused on teaching young adolescents, and another 33% had special preparation at the graduate level. Those prepared in specialized programs focusing on young adolescents were more likely than other teachers to have had each of seven program components considered essential for successful middle grades teaching, such as instruction in young adolescent development, and student teaching in middle schools. Those with the most comprehensive special preparation gave higher ratings to the quality of their training than teachers with medium or low comprehensiveness. On some program components considered especially important for responding to young adolescents' developmental needs, large proportions of teachers gave their preparation inadequate or poor ratings. For example, 61% of the sample thought their preparation for interdisciplinary team teaching had been poor, and 73% thought they had been poorly prepared to advise their students as part of the teacher based guidance program that are routinely recommended for middle school excellence.
Scales, P.C., & Roehlkepartain, E.C. (2003). Boosting student achievement: New research on the power of developmental assets. Search Institute Insights & Evidence, 1(1), 1-10.
Scales, P.C. & Roehlkepartain, E.C. (2005). Can service-learning help reduce the achievement gap? New research points toward the potential of service-learning for low-income students. In National Youth Leadership Council, Growing to greatness 2005 (pp. 10-22). St. Paul: National Youth Leadership Council.
Scales, P.C., & Roehlkepartain, E.C. (2004). Community service and servive-learning in U.S public schools, 2004: Findings from a national survey. St. Paul: National Youth Leadership Council.
Scales, P.C., & Roehlkepartain, E.C. (2004). Service to others: A 'gateway' asset for school success and healthy development. In National Youth Leadership Council, Growing to Greatness: The state of service-learning project. (pp. 26-32). St. Paul: National Youth Leadership Council.
Scales, P.C., & Taccogna, J. (2001). Developmental assets for success in school and life. The Education Digest, 66(6), 34-39.
Note: This article is a reprint of "Caring to try: How building students' developmental assets can promote school engagement and success", originally published in NASSP Bulletin, Nov. 2000 (see below).
Scales, P.C., & Taccogna, J. (2000). Caring to try: How building students' developmental assets can promote school engagement and success. NASSP Bulletin (National Association of Secondary School Principals), 84(619), 69-78.
Starkman, N., Scales, P.C., & Roberts, C. (2000). Handouts and overheads from Great places to learn. Minneapolis: Search Institute.
Starkman, N., Scales, P.C., & Roberts, C. (1999). Great places to learn: How asset-building schools help students succeed. Minneapolis: Search Institute.
Benson, P.L., Scales, P.C., Mannes., M. (2004). Developmentally attentive communities. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of applied developmental science. Thousand Oaks, CA: Sage Publications, Inc.
Scales, P.C. (2001). The public image of adolescents. Social Science and Modern SOCIETY, 38(4), 64-70.
Scales, P.C., Benson, P.L., Mannes, M., Hintz, N.R., Roehlkepartain, E.C., & Sullivan, T.K. (2003). Other people's kids: Social expectations and American adults' involvement with children and adolescents. New York: Springer Publishers.
Scales, P.C., Benson, P.L., Mannes, M., Tellett-Royce, N., & Griffin-Wiesner, J. (2002). Grading grown-ups 2002: How do American kids and adults relate? Minneapolis, MN: Search Institute.
Scales, P.C., Benson, P.L., Roehlkepartain, E.C.., Hintz, N.R., Sullivan, T.K., Mannes (2004). The role of parental status and child age in the engagement of children and youth with adults outside their families. Journal of Family Issues, 25(6), 735-760.
Scales, P.C., Benson, P.L., Roehlkepartain, E.C.., Hintz, N.R., Sullivan, T.K., Mannes, M., & Grothe, R. (2001). Grading grown-ups: American adults report on their real relationships with kids. Minneapolis: Lutheran Brotherhood and Search Institute.
Scales, P.C., Benson, P.L., Roehlkepartain, E.C.., Hintz, N.R., Sullivan, T.K., Mannes, M., & Grothe, R. (2001). The role of neighborhood and community in building developmental assets for children and youth: A national study of social norms among American adults. Journal of Community Psychology, 29(6), 703-728.
Benson, P.L. & Scales, P.C. (2004). Search Institute. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of applied developmental science. Thousand Oaks, CA: Sage Publications, Inc.
Durbrow, E.H., Pena, L.F., Masten, A., Sesma, A. Jr., & Williamson, I. (2001). Mothers' conceptions of child competence in contexts of poverty: The Philippines, St. Vincent, and the United States. International Journal of Behavioral Development, 25(5), 438-443.
Mannes, M. (2001). Reclaiming a family centered services reform agenda. In E. Walton, P. Sandau-Beckler, & M. Mannes (Eds.), Balancing family-centered services and child well-being; Exploring issues in policy, practice, theory, and research. (pp. 336-358). New York: Columbia University Press.
Sandau-Beckler, P., Salcido, R., Beckler, M.J., Mannes, M., & Beck, M. (2002). Infusing family-centered values into child protection practice. Children and Youth Services Review, 24(9/10), 719-741.
Sesma, A. (2003). Childhood poverty: Pathways and programs. Healthy
Generations (University of Minnesota School of Public Health), 4(1),
5-7.
Sesma, A. Jr., Mannes, M., & Scales, P.C. (2004). Positive adaptation, resilience, and the developmental assets framework. In S. Goldstein & R. Brooks (Eds.), Handbook of Resilience in Children. New York: Springer Publishers.
Sullivan, T. (2001). A new breed of youth volunteers. PPFY Network: Pregnancy Prevention for Youth: An Interdisciplinary Newsletter, 4(2), 3-5.
Sharma, A. N., McGue, M., & Benson, P. L. (1996). The emotional and behavioral adjustment of United States adopted adolescents: Part II. Age of adoption. Children and Youth Services Review, 18(1/2), 101-114.A sample of adoptees in adolescence (n = 4,682) was compared to a matched control group of 4,682 nonadoptees on nine factors of emotional and behavioral adjustment and three facts of family functioning. Adoptees showed small but consistently lower levels of adjustment on 9 of the 12 scales. Adoptees showed significantly higher levels of prosocial behavior. Significant gender by adoption status interaction occurred on two factors: illicit drugs and antisocial behavior. Differences between adopted boys and nonadopted boys were greater than for adopted girls versus nonadopted girls. Race by adoption status showed significant interaction for four factors: illicit drugs, negative emotionality, school adjustment, and parental nurturance. The effect of adoption status was smaller for Asian Americans than other ethnic groups. For Caucasians, small adoption effects occurred on these four factors and effect sizes tended to be larger for Hispanics, African Americans, and American Indians. These results replicate and expand those of previous studies which show small but consistent patterns of differences between adoptees and nonadoptees.
McGue, M., Sharma, A.N., & Benson, P.L. (1996). The effect of common rearing on adolescent adjustment: Evidence from a U.S. adoption cohort. Developmental Psychology, 32(4), 604-613.A sample of 4,682 adolescent adoptees were divided into four groups, according to self-reported age at adoption: [adopted at] age 0-1 (infants), 2-5 years, 6--10 years, and above age 10. Comparisons among these four groups and a matched control group of nonadoptees were made on 12 factors of emotional and behavioral adjustment and family functioning. Results showed that as age at adoption increased, level of overall adoptee adjustment decreased. Of the four age at adoption groups, infant adoptees were the most similar to the control group. Those adopted above age 10 differed most from controls. The means of the middle two age at adoption groups were generally intermediate between the two groups. On some factors, these groups differed significantly from the infant adoptees and controls; on others, they differed significantly from the oldest age at adoption group. Interactions of gender, race, and age [at assessment] with age at adoption were examined. None of the three-way interactions in the respective models using each of the three demographic variable, adoption status, and age at adoption yield significance. The present results suggest that adoptee—nonadoptee differences are strongly moderated by age at adoption.
The influence of shared environmental factors on adolescent adjustment was investigated in a sample of 667 adoptive families. Correlations between parental ratings of family functioning and adolescent ratings of adjustment were generally higher for both offspring than for adoptive offspring, suggesting passive genotype-environment processes. For all except one of the indicators of adolescent adjustment, the nonbiological sibling correlation was low, suggesting that approximately 10% or less of the variance in these measures is attributable to shared environmental effects. However, for a quantitative measure of alcohol and tobacco use, the nonbiologically related sibling correlation was moderate (r = .26) but most consistent with sibling rather than parent effects. These findings provide further evidence of the minimal effect of common rearing on sibling psychological similarity, at least within the broadly constituted U.S. middle class.
McGue, M., Sharma, A., & Benson, P. l. (1996). Parent and sibling influences on adolescent alcohol use and misuse: Evidence from a U.S. adoption cohort. Journal of Studies on Alcohol, 57(1), 8-18.
Back to topThe sample consisted of 653 adopted families ascertained through adoption agencies in four U.S. states. Each family consisted of a target adopted adolescent, an adoptive mother and an adoptive father. In addition, 68 birth adolescents (i.e., biological offspring of the adoptive parents) and 187 second adopted adolescents from these families participated in the study. All participants completed a mail survey that included assessment of drinking behavior and family functioning. Results: The relationship between parental problem drinking and adolescent alcohol involvement was moderate and significant among birth offspring (corrected multiple correlation, Rc = .30), but small and non-significant among adoptive offspring (Rc = .00). The relationship between adolescent alcohol involvement and family functioning was substantial for birth offspring (Rc = .39), but only modest for adoptive offspring (Rc =.16). The nonbiological sibling correlation for involvement with alcohol was significant (r = .24) and moderated by sibling pair demographic similarity, such that same-sex, similar-age siblings were substantially more similar (r = .45) than opposite-sex, dissimilar-aged siblings (r = .01). These findings suggest that adolescent alcohol use is affected minimally by the environmental consequences of parent problem drinking and family functioning, but substantially by sibling environmental effects.
Benson, P.L. (1990). Help-seeking for alcohol and drug problems: To whom do adolescents turn? Journal of Adolescent Chemical Dependency, 1(1), 83-94.
Benson, P.L. & Donahue, M.J. (1989). Ten-year trends in at-risk behaviors: A national study of Black adolescents. Journal of Adolescent Research, 4(2), 125-139.In order to understand adolescents’ preferred sources of social support "after having problems with or questions about alcohol or drugs," survey results from a statewide study of Minnesota's 8th, 10th, and 12th grade students were examined. From a list of seven possible resources (a parent or guardian; a friend my age; an adults friend who is not a relative; a relative such as an aunt, uncle, or older sibling; a priest, minister, or rabbi; a teacher or school counselor; nobody), students most frequently select the adult friend category (38 percent of total sample) followed by parent or guardian (25 percent). With selection of parent or guardian treated as a binary variable, main effects are found for grade (parent selection decreased with grade), sex (females less likely than males to choose parent), and SES (parent choice increases with SES). No effect for race was found. When using the adult friend category as a binary measure, main effects are found for grade (choice increases with grade), sex (females more likely to choose adult friend than males), and race (adult friend choice higher for whites). No effect for SES is found.
Rice, K.G. & Leffert, N. (1997). Depression in adolescence: Implications for school counselors. Canadian Journal of Counselling, 31(1), 18-34.This study investigated at-risk behaviors among Black and White adolescents using data from a nationally representative sample of United States high school seniors that permits examination of cohort, gender, and race effects. Designed both to describe trends in at-risk behaviors and to examine the strength and stability of a 10 variable regression model, this study found that (a) Black high school seniors reported fewer at-risk behaviors than did White seniors, (b) Black girls consistently reported fewer at-risk behaviors than did other race/gender groups, (c) the 10 variable model lost predictive power between 1976 and 1985, and (d) the number of nights per week that seniors went out “for fun and recreation,” their religiousness, and their college plans had the greatest predictive power for at-risk behaviors.
Stoltzfus, J.A., & Benson, P.L. (1994). The 3M alcohol and other drug prevention program: Description and evaluation. The Journal of Primary Prevention, 15(2), 147-159.This paper briefly reviews literature on adolescent depression relevant to school counseling activities and practices. A model of adolescent mental health is presented that serves to underscore the multidimensional nature of the development of depression and suggests a variety of strategies to address adolescent depression. We limit discussion to activities involving assessment and referral, counseling and prevention. Case examples are used to illustrate the application of conceptual issues to actual practice.
Back to topIn 1989, 3M developed a comprehensive alcohol and other drug prevention program using multiple and interactive strategies aimed at altering workplace culture and promoting employee "ownership" of the program. The three core components of the program included a ten hour supervisory training program; a 2-l/2 hour all employee program designed to discuss 3M policies, clarify personal alcohol use guidelines, and promote dialogue about appropriate responses to and responsibility for a range of alcohol and other drug issues both inside and outside the work environment; and a peer helper program. The program was piloted in 1990 and 1991 in a manufacturing plant in a small midwestern community. An evaluation study comparing change in experimental and control sites demonstrated reduced alcohol consumption, improvement in employee and supervisor prevention skills, and a decrease in incidents in which substance use negatively affected work performance.
