Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-17T13:19:01.905Z Has data issue: false hasContentIssue false

Part IV - Applications

Nurturing Prosociality

Published online by Cambridge University Press:  25 May 2023

Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 515 - 630
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Alessandri, G., Luengo Kanacri, B. P., Eisenberg, N., Zuffianò, A., Milioni, M., Vecchione, M., & Caprara, G. V. (2014). Prosociality during the transition from late adolescence to young adulthood: The role of effortful control and ego-resiliency. Personality & Social Psychology Bulletin, 40(11), 14511465. https://doi.org/10.1177/0146167214549321CrossRefGoogle ScholarPubMed
Ayers, T. S., Sandier, I. N., West, S. G., & Roosa, M. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping. Journal of Personality, 64(4), 923958. doi:10.1111/j.1467-6494.1996.tb00949Google Scholar
Beauchaine, T., Gatzke-Kopp, L., Neuhaus, E., Chipman, J., Reid, M., & Webster-Stratton, C. (2013). Sympathetic- and parasympathetic-linked cardiac function and prediction of externalizing behavior, emotion regulation, and prosocial behavior among preschoolers treated for ADHD. Journal of Consulting and Clinical Psychology, 81, 481493. doi:10.1037/a0032302CrossRefGoogle ScholarPubMed
Bindman, S. W., Hindman, A. H., Boewls, R. P., & Morris, F. J. (2013). The contributions of parental management language to executive function in preschool children. Early Childhood Research Quarterly, 28(3), 529539.CrossRefGoogle ScholarPubMed
Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in early elementary grades. Developmental Psychology, 113. doi:10.1037/a0038813Google Scholar
Breismeister, J. M. & Schaefer, C. E. (2007). Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed.). John Wiley & Sons.Google Scholar
Carlo, G., Crockett, L. J., Wolff, J. M., & Beal, S. J. (2012). The role of emotional reactivity, self‐regulation, and puberty in adolescents’ prosocial behaviors. Social Development, 21, 667685. https://doi.org/10.1111/j.1467-9507.2012.00660.xGoogle Scholar
Chang, H., Shaw, D., Dishion, T., Gardner, F., & Wilson, M. (2015). Proactive parenting and children’s effortful control: Mediating role of language and indirect intervention effects. Social Development, 24, 206223. doi:10.1111/sode.12069.Google Scholar
Chloe, D. E., Olson, S. L., & Sameroff, A. J. (2013). The interplay of externalizing problems and physical and inductive discipline during childhood. Developmental Psychology, 49(11), 20292039. doi:10.1037/a0032054Google Scholar
Clark, C. A., & Woodward, L. J. (2015). Relation of perinatal risk and early parenting to executive control at the transition to school. Developmental Science, 18(4), 525542. doi:10.1111/desc.12232Google Scholar
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631647. doi:10.1037/0022-006X.67.5.631Google Scholar
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68(6), 976992. doi:10.1037/0022-006X.68.6.976Google Scholar
Davidov, M., Vaish, A., Knafo‐Noam, A., & Hastings, P. D. (2016). The motivational foundations of prosocial behavior from a developmental perspective – Evolutionary roots and key psychological mechanisms: Introduction to the Special Section. Child Development, 87, 16551667. https://doi.org/10.1111/cdev.12639CrossRefGoogle Scholar
Diaz, A., & Eisenberg, N. (2015). The process of emotion regulation is different from individual differences in emotion regulation: Conceptual argument and a focus on individual differences. Psychological Inquiry, 26, 3747. doi:10.1080/1047840X.2015.959094Google Scholar
Dishion, T. J., & Stormshak, E. (2007). Intervening in children’s lives: An ecological, family-centered approach to mental health care. American Psychological Association.CrossRefGoogle Scholar
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495525. doi:10.1146/annurev.clinpsy.121208.131208CrossRefGoogle ScholarPubMed
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610656). John Wiley & Sons. https://doi.org/10.1002/9781118963418.childpsy315Google Scholar
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 10551071. doi:10.1111/j.1467-8624.2005.00897Google Scholar
El-Sheikh, M., & Elmore-Staton, L. (2004). The link between marital conflict and child adjustment: Parent-child conflict and perceived attachments as mediators, potentiators, and mitigators of risk. Developmental Psychopathology, 16(3), 631648.Google Scholar
Elizur, Y., & Somech, L. Y. (2018). Callous-unemotional traits and effortful control mediate the effect of parenting intervention on preschool conduct problems. Journal of Abnormal Child Psychology, 46(8), 16311642. https://doi.org/10.1007/s10802-018-0412-zGoogle Scholar
Erickson, S. J., Duvall, S. W., Fuller, J., Schrader, R., MacLean, P., & Lowe, J. R. (2013). Differential associations between maternal scaffolding and toddler emotion regulation in toddlers born preterm and full term. Early Human Development, 89(9), 699704.Google Scholar
Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258264. doi:10.1111/cdep.12095Google Scholar
Fosco, G., Frank, J., Stormshak, E., & Dishion, T. (2013). Opening the “black box”: Family check-up intervention effects on self-regulation that prevents growth in problem behavior and substance use. Journal of School Psychology, 51, 455468. doi:10.1016/j.jsp.2013.02.001Google Scholar
Gonzales, N. A., Dumka, L. E., Millsap, R. E., Gottschall, A., McClain, D. B., Wong, J. J., German, M., Marucio, A. M., Wheeler, L., Carpentier, F. D., & Kim, S. Y. (2012). Randomized trial of a broad preventive intervention for Mexican American adolescents. Journal of Consulting and Clinical Psychology, 80(1), 116.Google Scholar
Gross, J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26, 126. doi:10.1080/1047840X.2014.94078CrossRefGoogle Scholar
Hirshfeld-Becker, D. R., Masek, B., Henin, A., Blakely, L. R., Pollock-Wurman, R. A., McQuade, J., & Biederman, J. (2010). Cognitive behavioral therapy for 4- to 7- year old children with anxiety disorders: A randomized controlled trial. Journal of Counseling and Clinical Psychology, 78(4), 498510. doi:10.1037/a0019055Google Scholar
Hoffman, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4(2), 162176. doi:10.1111/j.1745-6924.2009.01116.xGoogle Scholar
Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49(3), 194200. doi:10.1037/a0012754Google Scholar
Kendall, P. C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., & Suveg, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76(2), 282297. https://doi.org/10.1037/0022-006X.76.2.282CrossRefGoogle ScholarPubMed
Kendall, P. C., & Marrs-Garcia, A. (1999). Psychometric analyses of a therapy-sensitive measure: The Coping Questionnaire (CQ). Unpublished manuscript, Temple University.Google Scholar
Khaleque, A. (2013). Perceived parental warmth, and children’s psychological adjustment, and personality dispositions: A meta-analysis. Journal of Child and Family Studies, 22(2), 297306.CrossRefGoogle Scholar
Kochanska, G., DeVet, K., Goldman, M., Murray, K., & Putnam, S. P. (1994). Maternal reports of conscience development and temperament in young children. Child Development, 65(3), 852868. https://doi.org/10.2307/1131423Google Scholar
Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development, 68(2), 263277.CrossRefGoogle ScholarPubMed
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220232. doi:10.1037/0012-1649.36.2.220CrossRefGoogle ScholarPubMed
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199214. doi:10.1037/0012-1649.18.2.199Google Scholar
LaFrenière, P. J., Dumas, J., Dubeau, D., & Capuano, F. (1992). The development and validation of the preschool socio-affective profile, psychological assessment. Journal of Consulting and Clinical Psychology, 4, 442450. doi:10.1037/1040-3590.4.4.442Google Scholar
Landry, S., Miller-Loncar, C. L., Smith, K., & Swank, P. (2002). The role of early parenting in children’s development of executive processes. Developmental Neuropsychology, 21(1), 358375.Google Scholar
Lee, K., Bull, R., & Ho, R. M. H. (2013). Developmental changes in executive functioning. Child Development, 84, 19331953. doi:10.1111/cdev.12096CrossRefGoogle ScholarPubMed
Lengua, L. J., Honorado, E., & Bush, N. R. (2007). Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology, 28(1), 4055. doi:10.1016/j.appdev.2006.10.001Google Scholar
Lengua, L. J., Sandler, I. N., West, S. G., Wolchik, S. A., & Curran, P. J. (1999). Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Development and Psychopathology, 11(1), 1537.Google Scholar
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R. G., Kupfer, A., Reiser, M. R., Smith, C. L., Lemery‐Chalfant, K., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children’s empathy‐related reactions. Social Development, 20(1), 111134. https://doi.org/10.1111/j.1467-9507.2010.00575.xGoogle Scholar
Menting, A., Castro, B., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33, 901913.CrossRefGoogle ScholarPubMed
Metcalfe, J., & Mischel, W. (1999). A hot/cool-system and analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 319.Google Scholar
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361388. doi:10.1111/j.1467-9507.2007.00389.xGoogle Scholar
Nordling, J. K., Boldt, L. J., O’Bleness, J., & Kochanska, G. (2016). Effortful control mediates relations between children’s attachment security and their regard for rules of conduct. Social Development, 25(2), 268284. https://doi.org/10.1111/sode.12139Google Scholar
Padilla‐Walker, L. M., & Christensen, K. J. (2011). Empathy and self‐regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21, 545551. https://doi.org/10.1111/j.1532-7795.2010.00695.xGoogle Scholar
Power, T. G. (2004). Stress and coping in childhood: The parent’s role. Parenting: Science and Practice, 4, 271317. doi:10.1207/s15327922par0404_1Google Scholar
Reid, M., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605620.Google Scholar
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 13941408. doi:10.1111/1467-8624.00355Google Scholar
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Eisenberg, N., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology, Vol. 3:. Social, emotional, and personality development (6th ed., pp. 99166). John Wiley & Sons.Google Scholar
Sandler, I. N., Tein, J. Y., Mehta, P., Wolchik, S., & Ayers, T. (2000). Coping efficacy and psychological problems of children of divorce. Child Development, 71(4), 10991118. doi:10.1111/1467-8624.00212Google Scholar
Santiago, C. D., Lennon, J. M., Fuller, A. K., Brewer, S. K., & Kataoka, S. H. (2014). Examining the impact of a family treatment component for CBITS: When and for whom is it helpful? Journal of Family Psychology, 28(4), 560. doi:10.1037/a0037329CrossRefGoogle ScholarPubMed
Scott, S., & O’Conner, T. (2012). An experimental test of differential susceptibility to parenting among emotionally-dysregulated children in randomized controlled trial for oppositional behavior. Journal of Child Psychology and Psychiatry, 53(11), 11841193. doi:10.1111/j.1469-7610.2012.02586.xGoogle Scholar
Soenens, B., Vansteenkiste, M., & van Petegem, S. (2015). Let us not throw out the baby with the bathwater: Applying the principle of universalism without uniformity to autonomy-supporting and controlling parenting. Child Development Perspectives, 9(1), 4449.Google Scholar
Solantaus, T., Paavonen, J., Toikka, S., & Punamaki, R. (2010). Preventive interventions in families with parental depression: Children’s psychosocial symptoms and prosocial behavior. European Child & Adolescent Psychiatry, 19, 883892. doi:10.1007/s00787-010-0135-3.Google Scholar
Somech, L. & Elizur, Y. (2012). Promoting self-regulation and cooperation in pre-kindergarten children with conduct problems: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(4), 412422.Google Scholar
Spinrad, T. L., & Gal, D. E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion on Psychology, 20, 4044. doi:10.1016/j.copsyc.2017.08.004.Google Scholar
Steele, R. G., Elkin, T. D., & Roberts, M. C. (2008). Handbook of evidence-based therapies for children and adolescents: Bridging science and practice. Springer Science + Business Media.Google Scholar
Sulik, M. J., Huerta, S., Zerr, A., Eisenberg, N., Spinrad, T. L., Valiente, C., … & Taylor, H. B. (2010). The factor structure of effortful control and measurement invariance across ethnicity and sex in a high-risk sample. Journal of Psychopathology and Behavioral Assessment, 32(1), 822. doi:10.1007/s10862-009-9164-yGoogle Scholar
Taylor, Z. E., Eisenberg, N., & Spinrad, T. L. (2015). Respiratory sinus arrhythmia, effortful control, and parenting as predictors of children’s sympathy across early childhood. Developmental Psychology, 51(1), 1725. https://doi.org/10.1037/a0038189Google Scholar
Taylor, Z. E., Eisenberg, N., Spinrad, T. L., & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84(4), 11451151. doi:10.1111/cdev.12054Google Scholar
Thompson, R. A. (2014). Socialization of emotion and emotion regulation in the family. In Gross, J. J (Ed.), Handbook of emotion regulation (pp. 173186). Guilford Press.Google Scholar
Tolan, P., Hanish, L., McKay, M., & Dickey, M. (2002). Evaluating process in child and family interventions: Aggression prevention as an example. Journal of Family Psychology, 16(2), 220236. doi:10.1037//0893-3200.16.2.220.Google Scholar
Valiente, C., Swanson, J., & Lemery-Chalfant, K. L. (2012). Kindergartner’s temperament, classroom engagement, and student-teacher relationship: Moderation by effortful control. Social Development, 21(3), 558576. doi:10.1111/j.1467-9507.2011.00640.xGoogle Scholar
Velez, C. E., Wolchik, S. A., Tein, J. Y., & Sander, I. (2011). Protecting children from consequences of divorce: A longitudinal study of the effects on children’s coping processes. Child Development, 82(1), 244257. doi:10.1111/j.1467-8624.2010.01553.xCrossRefGoogle ScholarPubMed
Watson, K., Dunbar, J., Thingpen, J., Reising, M., Hudson, K., McKee, L., Forehand, R., & Compas, B. (2014). Observed parental responsiveness/warmth and children’s coping: Cross-sectional and prospective relations in a family depression preventive intervention. Journal of Family Psychology, 28(3), 278286. doi:10.1037/a0036672Google Scholar
Webster-Stratton, C. (2004). Quality training, supervision, ongoing monitoring, and agency support: Key ingredients to implementing The Incredible Years programs with fidelity. University of Washington.Google Scholar
Weisz, J. R. & Kazdin, A. (2014). Evidence-based psychotherapies for children and adolescents (2nd ed.). Guilford Press.Google Scholar
Willoughby, M. T., Wirth, R. J., Blair, C. B., & Family Life Project Investigators. (2012). Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment, 24(2), 418431. doi:10.1037/a0025779Google Scholar
Zelazo, P. D., Muller, U., Frye, D., Marcovitch, S., Argitis, G., Bosevoski, J., … & Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii137.Google Scholar
Zhou, Q., Chen, S., & Main, A. (2012). Commonalities and differences in research on children’s effortful control and executive function: A call for an integrated model of self-regulation. Child Development Perspectives, 6(2), 112121. doi:10.1111/j.1750-8606.2011.00176.xGoogle Scholar

References

Albarello, F., Crocetti, E., & Rubini, M. (2020). Prejudice and inclusiveness in adolescence: The role of social dominance orientation and multiple categorization. Child Development, 91(4), 11831202. https://doi.org/10.1111/cdev.13295CrossRefGoogle ScholarPubMed
Armenta, B. E., Knight, G. P., Carlo, G., & Jacobson, R. P. (2011). The relation between ethnic group attachment and prosocial tendencies: The mediating role of cultural values. European Journal of Social Psychology, 41(1), 107115. https://doi.org/10.1002/ejsp.742Google Scholar
Ballard, P. J., Cohen, A. K., & Littenberg‐Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. American Journal of Community Psychology, 58(3–4), 377390. https://doi.org/10.1002/ajcp.12103Google Scholar
Bañales, J., Aldana, A., Richards‐Schuster, K., Flanagan, C. A., Diemer, M. A., & Rowley, S. J. (2019). Youth anti‐racism action: Contributions of youth perceptions of school racial messages and critical consciousness. Journal of Community Psychology, 4, 369381. https://doi.org/10.1002/jcop.22266Google Scholar
Barr, J. J., & Higgins-D’Alessandro, A. (2007) Adolescent empathy and prosocial behavior in the multidimensional context of school culture. The Journal of Genetic Psychology, 168(3), 231250. https://doi.org/10.3200/GNTP.168.3.231-250Google Scholar
Batson, C. D., Chang, J., Orr, R., & Rowland, J. (2002). Empathy, attitudes and action: Can feeling for a member of a stigmatized group motivate one to help the group? Personality and Social Psychology Bulletin, 28(12), 16561666. https://doi.org10.1177/014616702237647CrossRefGoogle Scholar
Bekkers, R. (2005). Participation in voluntary associations: Relations with resources, personality, and political values. Political Psychology, 26(3), 439454. https://doi.org/10.1111/j.1467-9221.2005.00425.xCrossRefGoogle Scholar
Benenson, J., & Stagg, A. (2015). An asset-based approach to volunteering: Exploring benefits for low-income volunteers. Nonprofit and Voluntary Sector Quarterly, 45(1_suppl), 131S149S. https://doi.org/10.1177/0899764015604739Google Scholar
Billig, S. (2000). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 658–664. https://digitalcommons.unomaha.edu/slcek12/3Google Scholar
Blasi, A. (1980). Bridging moral cognition and moral action: A critical review of the literature. Psychological Bulletin, 88(1), 145. https://doi.org/10.1037/0033-2909.88.1.1Google Scholar
Brittian, A. S., O’Donnell, M., Knight, G. P., Carlo, G., Umana-Taylor, A. J., & Roosa, M. W. (2013). Associations between adolescents’ perceived discrimination and prosocial tendencies: The mediating role of Mexican American values. Journal of Youth and Adolescence, 42(3), 328341. https://doi.org/10.1007/s10964-012-9856-6CrossRefGoogle ScholarPubMed
Carlo, G. (2014). The development and correlates of prosocial moral behaviors. In Killen, M. & Smetana, J. G. (Eds.), Handbook of moral development (pp. 208234). Psychology Press. https://doi.org/10.4324/9780203581957.ch10Google Scholar
Carlo, G., & de Guzman, M. R. T. (2009). Theories and research on prosocial competencies among U.S. Latinos/as. In Villarruel, F. A., Carlo, G., Grau, J. M., Azmitia, M., Cabrera, N. J., & Chahin, T. J. (Eds.), Handbook of U.S. Latino psychology: Developmental and community-based perspectives (pp. 191211). Sage Publications.Google Scholar
Carlo, G., Padilla-Walker, L. M., & Nielson, M. G. (2015). Longitudinal bidirectional relations between adolescents’ sympathy and prosocial behavior. Developmental Psychology, 51(12), 17711777. https://doi.org/10.1037/dev0000056Google Scholar
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 3144. https://doi.org/10.1023/A:1014033032440Google Scholar
Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43(2), 528548. https://doi.org/10.1177/0044118X10383647CrossRefGoogle Scholar
Christoph, G., Gniewosz, B., & Reinders, H. (2014). How does community service promote prosocial behavior? Examining the role of agency and ideology experience. International Journal of Behavioral Development, 38(6), 499508. https://doi.org/10.1177/0165025414531465Google Scholar
Cicognani, E., Zani, B., Fournier, B., Gavray, C., & Born, M. (2012). Gender differences in youths’ political engagement and participation: The role of parents and of adolescents’ social and civic participation. Journal of Adolescence, 35, 561576. http://dx.doi.org/10.1016/j .adolescence.2011.10.002Google Scholar
Circle. (2017). How digital media can mitigate the consequences of living in civic deserts. Retrieved from https://circle.tufts.edu/latest-research/how-digital-media-can-mitigate-consequences-living-civic-desertsGoogle Scholar
Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233245. https://doi.org/10.1080/00986280903172969Google Scholar
Curtin, N., Stewart, A. J., & Cole, E. R. (2015). Challenging the status quo: The role of intersectional awareness in activism for social change and pro-social intergroup attitudes. Psychology of Women Quarterly, 39(4), 512529. https://doi.org/10.1177/0361684315580439Google Scholar
Daniel, E., Dys, S. P., Buchmann, M., & Malti, T. (2014). Developmental relations between sympathy, moral emotion attributions, moral reasoning, and social justice values from childhood to early adolescence. Journal of Adolescence, 37(7), 12011214. https://doi.org/10.1016/j.adolescence.2014.08.009Google Scholar
Delia, J., & Krasny, M. E. (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 8, 2340. https://doi.org/10.3389/fpsyg.2017.02340Google Scholar
Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 18151833. https://doi.org/10.1111/j.1467-8624.2011.01650.xGoogle Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216221. https://doi.org/10.1111/cdep.12193Google Scholar
Dovidio, J. F., & Gaertner, S. L. (2010). Intergroup bias. In Fiske, S. T., Gilbert, D. T., & Lindzey, G. (Eds.), Handbook of social psychology (pp. 10841121). John Wiley & Sons. https://doi.org/10.1002/9780470561119.socpsy002029Google Scholar
Eisenberg, N. (2018). Empathy-related responding and its relations to positive development. In Roughley, N. & Schramme, T. (Eds.), Forms of fellow feeling: Empathy, sympathy, concern and moral agency (pp. 165181). Cambridge University Press.Google Scholar
Eisenberg, N., Eggum, N. D., & Di Giunta, L. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues and Policy Review, 4, 143180. https://doi.org/10.1111/j.1751-2409.2010.01020.xGoogle Scholar
Eisenberg, N., & Spinrad, T. L. (2014). Multidimensionality of prosocial behavior: Rethinking the conceptualization and development of prosocial behavior. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 1739). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0002Google Scholar
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610656). John Wiley & Sons.Google Scholar
Eliasoph, N. (2009). Top-down civic projects are not grassroots associations: How the differences matter in everyday life. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 20(3), 291308. https://doi.org/10.1007/s11266-009-9087-yCrossRefGoogle Scholar
Fiorina, M. P. (1999). A dark side of civic engagement. In Skocpol, T. & Fiorina, M. P. (Eds.), Civic engagement in American democracy (pp. 395425). Brookings Institute and Russell Sage Foundation.Google Scholar
Flanagan, C. A. (2013). Teenage citizens: The political theories of the young. Harvard University Press.Google Scholar
Flanagan, C. A., Gallay, L. S., Gill, S., Gallay, E., & Nti, N. (2005). What does democracy mean? Correlates of adolescents’ views. Journal of Adolescent Research, 20(2), 193218. https://doi.org/10.1177/0743558404273377Google Scholar
Fortuna, K., & Knafo, A. (2014). Parental and genetic contributions to prosocial behavior during childhood. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 7089). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0004Google Scholar
French, B. H., Lewis, J. A., Mosley, D. V., Adames, H. Y., Chavez-Dueñas, N. Y., Chen, G. A., & Neville, H. A. (2019). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48, 1446. https://doi.org/10.1177/0011000019843506Google Scholar
Froh, J. J., Bono, G., & Emmons, R. (2010). Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents. Motivation and Emotion, 34(2), 144157. https://doi.org/10.1007/s11031-010-9163-zGoogle Scholar
Ginwright, S. A. (2010). Black youth rising: Activism and radical healing in urban America. Teachers College Press.Google Scholar
Grütter, J., & Buchmann, M. (2021). Civic competencies during adolescence: Longitudinal associations with sympathy in childhood. Journal of Youth and Adolescence, 50, 674692. https://doi.org/10.1007/s10964-020-01240-yGoogle Scholar
Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self-regulation. Journal of Youth Adolescence, 44, 15421554. https://doi.org/10.1007/s10964-014-0172-1Google Scholar
Hardy, S. A., Walker, L. J., Olsen, J. A., Woodbury, R. D., & Hickman, J. R. (2014). Moral identity as moral ideal self: Links to adolescent outcomes. Developmental Psychology, 50(1), 4557. https://doi.org/10.1037/a0033598Google Scholar
Hart, D., Donnelly, T. M., Youniss, J., & Atkins, R. (2007). High school community service as a predictor of adult voting and volunteering. American Educational Research Journal, 44(1), 197219. https://doi.org/10.3102/0002831206298173Google Scholar
Hart, D., & Fegley, S. (1995). Prosocial behavior and caring in adolescence: Relations to self‐understanding and social judgment. Child Development, 66(5), 13461359. https://doi.org/10.1111/j.1467-8624.1995.tb00939.xGoogle Scholar
Hart, D., & Sulik, M. J. (2014). The social construction of volunteering. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 393409). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0019Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525. https://doi.org/10.1037/bul0000230Google Scholar
Ho, A. K., Sidanius, J., Pratto, F., Levin, S., Thomsen, L., Kteily, N., & Sheehy-Skeffington, J. (2012). Social dominance orientation: Revisiting the structure and function of a variable predicting social and political attitudes. Personality and Social Psychology Bulletin, 38(5), 583606. https://doi.org/10.1177/0146167211432765Google Scholar
Hoffman, M. L. (1989). Empathy and prosocial activism. In Eisenberg, N., Reykowski, J., & Staub, E. (Eds.), Social and moral values: Individual and societal perspectives (pp. 6585). Routledge.Google Scholar
Hooghe, M., & Stolle, D. (2004). Good girls go to the polling booth, bad boys go everywhere: Gender differences in anticipated political participation among American fourteen-year-olds. Women & Politics, 26, 123. http://dx.doi.org/10.1300/J014v26n03_01Google Scholar
Hope, E. C., Keels, M., & Durkee, M. I. (2016). Participation in Black Lives Matter and deferred action for childhood arrivals: Modern activism among Black and Latino college students. Journal of Diversity in Higher Education, 9(3), 203. https://doi.org/10.1037/dhe0000032Google Scholar
Horn, A. S. (2012). The cultivation of a prosocial value orientation through community service: An examination of organizational context, social facilitation, and duration. Journal of Youth and Adolescence, 41(7), 948968. https://doi.org/10.1007/s10964-011-9714-yGoogle Scholar
Kahne, J., & Middaugh, E. (2008). High quality civic education: What is it and who gets it? Social Education, 72(1), 34.Google Scholar
Kanacri, B. P. L., Pastorelli, C., Zuffianò, A., Eisenberg, N., Ceravolo, R., & Caprara, G. V. (2014). Trajectories of prosocial behaviors conducive to civic outcomes during the transition to adulthood: The predictive role of family dynamics. Journal of Adolescence, 37(8), 15291539. https://doi.org/10.1016/j.adolescence.2014.07.002Google Scholar
Karras-Jean Gilles, J., Astuto, J., Niwa, E., & Ruck, M. D. (2020). Trajectories of civic socialization in context: Examining variation among children in African American and Black immigrant families. Developmental Psychology, 56(12), 22932308. https://doi.org/10.1037/dev0001116Google Scholar
Katsiaficas, D. (2018). Infusing the study of social responsibilities with an intersectional approach. New Directions for Child and Adolescent Development, 2018(161), 3956. https://doi.org/10.1002/cad.20249Google Scholar
Kavadias, D., Nohemi Jocabeth, E. V., & Hemmerechts, K. (2020). Inequality, civic education and intended future civic engagement: An examination of research in Western democracies. In Peterson, A., Stahl, G., & Soon, H. (Eds.), The Palgrave handbook of citizenship and education (pp. 583–597). https://doi.org/10.1007/978-3-319-67828-3_21Google Scholar
Killen, M., & Cooley, S. (2014). Morality, exclusion, and prejudice. In Killen, M. (Ed.), Handbook of moral development (2nd ed., pp. 340360). Taylor & Francis.Google Scholar
Knight, G. P., & Carlo, G. (2012). Prosocial development among Mexican American youth. Child Development Perspectives, 6(3), 258263. https://doi.org/10.1111/j.1750-8606.2012.00233.xGoogle Scholar
Knight, G. P., Johnson, L. G., Carlo, G., & Eisenberg, N. (1994). A multiplicative model of the dispositional antecedents of a prosocial behavior: Predicting more of the people more of the time. Journal of Personality and Social Psychology, 66(1), 178183. https://doi.org/10.1037/0022-3514.66.1.178Google Scholar
Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based yPAR. American Journal of Community Psychology, 47(1–2), 2845. https://doi.org/10.1007/s10464-010-9376-zGoogle Scholar
Ladson-Billings, G. (2009). Race still matters: Critical race theory in education. In Apple, M. W., Au, W., & Gandin, L. A. (Eds.), The Routledge international handbook of critical education (pp. 110122). Routledge. https://doi.org/10.4324/9780203882993Google Scholar
Larson, A., & Moses, T. (2017). Examining the link between stress events and prosocial behavior in adolescents: More ordinary magic? Youth & Society, 49(6), 779804. https://doi.org/10.1177/0044118X14563049Google Scholar
LeCompte, K., Blevins, B., & Riggers-Piehl, T. (2020). Developing civic competence through action civics: A longitudinal look at the data. The Journal of Social Studies Research, 44(1), 127137. https://doi.org/10.1016/j.jssr.2019.03.002Google Scholar
Lerner, R. M., Wang, J., Champine, R. B., Warren, D. J., & Erickson, K. (2014). Development of civic engagement: Theoretical and methodological issues. International Journal of Developmental Science, 8(3–4), 6979. https://doi.org/10.3233/DEV-14130Google Scholar
Levinson, M. (2012). No citizen left behind. Harvard University Press.Google Scholar
Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.Google Scholar
Lozada, F. T., Jagers, R. J., Smith, C. D., Bañales, J., & Hope, E. C. (2017). Prosocial behaviors of black adolescent boys: An application of a sociopolitical development theory. Journal of Black Psychology, 43(5), 493516. https://doi.org/10.1177/0095798416652021Google Scholar
Malin, H., Tirri, K., & Liauw, I. (2015). Adolescent moral motivations for civic engagement: Clues to the political gender gap? Journal of Moral Education, 44(1), 3450. https://doi.org/10.1080/03057240.2015.1014324Google Scholar
Malti, T., & Buchmann, M. (2010). Socialization and individual antecedents of adolescents’ and young adults’ moral motivation. Journal of Youth and Adolescence, 39(2), 138149. https://doi.org/10.1007/s10964-009-9400-5Google Scholar
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: A developmental analysis. Journal of Clinical Child & Adolescent Psychology, 45(6), 718731. https://doi.org/10.1080/15374416.2015.1121822Google Scholar
Metz, E. C., & Youniss, J. (2005). Longitudinal gains in civic development through school‐based required service. Political Psychology, 26(3), 413437. https://doi.org/10.1111/j.1467-9221.2005.00424.xGoogle Scholar
Metzger, A., Alvis, L. M., Oosterhoff, B., Babskie, E., Syvertsen, A., & Wray-Lake, L. (2018). The intersection of emotional and sociocognitive competencies with civic engagement in middle childhood and adolescence. Journal of Youth and Adolescence, 47(8), 16631683. https://doi.org/10.1007/s10964-018-0842-5Google Scholar
Metzger, A., & Ferris, K. (2013). Adolescents’ domain-specific judgments about different forms of civic involvement: Variations by age and gender. Journal of Adolescence, 36(3), 529538. https://doi.org/10.1016/j.adolescence.2013.03.003Google Scholar
Miklikowska, M. (2018). Empathy trumps prejudice: The longitudinal relation between empathy and anti-immigrant attitudes in adolescence. Developmental Psychology, 54(4), 703. http://dx.doi.org/10.1037/dev0000474Google Scholar
Mirra, N. (2018). Educating for empathy: Literacy learning and civic engagement. Teachers College Press.Google Scholar
Natil, I. (2021). Youth civic engagement and the local peacebuilding in the Middle East and North Africa. Routledge.Google Scholar
Nielson, M. G., Padilla-Walker, L., & Holmes, E. K. (2017). How do men and women help? Validation of a multidimensional measure of prosocial behavior. Journal of Adolescence, 56, 91106. https://doi.org/10.1016/j.adolescence.2017.02.006.Google Scholar
Noddings, N. (2010). Moral education and caring. Theory and Research in Education, 8(2), 145151. https://doi.org/10.1177/1477878510368617Google Scholar
Nunner‐Winkler, G. (2007). Development of moral motivation from childhood to early adulthood. Journal of Moral Education, 36(4), 399414. https://doi.org/10.1080/03057240701687970Google Scholar
O’Leary, A., & Romero, A. (2011). Chicana/o students respond to Arizona’s anti-ethnic studies bill, SB 1108: Civic engagement, ethnic identity, and well-being. Aztlan: A Journal of Chicano Studies, 36(1), 936.Google Scholar
Oosterhoff, B., Ferris, K. A., & Metzger, A. (2017). Adolescents’ sociopolitical values in the context of organized activity involvement. Youth & Society, 49(7), 947967. https://doi.org/10.1177/0044118X14Google Scholar
Padilla-Walker, L. M., & Carlo, G. (2014). Prosocial development: A multidimensional approach. Oxford University Press.Google Scholar
Padilla‐Walker, L. M., Carlo, G., & Memmott‐Elison, M. K. (2018). Longitudinal change in adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 28(3), 698710. https://doi.org/10.1111/jora.12362Google Scholar
Padilla-Walker, L. M., & Fraser, A. M. (2014). How much is it going to cost me? Bidirectional relations between adolescents’ moral personality and prosocial behavior. Journal of Adolescence, 37(7), 9931001. https://doi.org/10.1016/j.adolescence.2014.07.008Google Scholar
Padilla-Walker, L. M., Memmott-Elison, M. K., & Nielson, M. G. (2018). Longitudinal change in high-cost prosocial behaviors of defending and including during the transition to adulthood. Journal of Youth and Adolescence, 47(9), 18531865. https://doi.org/10.1007/s10964-018-0875-9Google Scholar
Pancer, S. M., Pratt, M., Hunsberger, B., & Alisat, S. (2007). Community and political involvement in adolescence: What distinguishes the activists from the uninvolved? Journal of Community Psychology, 35(6), 741759. https://doi.org/10.1002/jcop.20176Google Scholar
Patterson, M. M., Bigler, R. S., Pahlke, E., Brown, C. S., Hayes, A. R., Ramirez, M. C., & Nelson, A. (2019). Toward a developmental science of politics. Monographs of the Society for Research in Child Development, 84(3), 7185. https://doi.org/10.1111/mono.12410Google Scholar
Pender, K. N., Hope, E. C., & Riddick, K. N. (2019). Queering Black activism: Exploring the relationship between racial identity and Black activist orientation among Black LGBTQ youth. Journal of Community Psychology, 47(3), 529543. https://doi.org/10.1002/jcop.22136Google Scholar
Reinders, H., & Youniss, J. (2006). School-based required community service and civic development in adolescents. Applied Developmental Science, 10(1), 212. https://doi.org/10.1207/s1532480xads1001_1Google Scholar
Rekker, R. (2016). The lasting impact of adolescence on left-right identification: Cohort replacement and intracohort change in associations with issue attitudes. Electoral Studies, 44, 120131. https://doi.org/10.1016/j.electstud.2016.06.016Google Scholar
Rogers, J., & Terriquez, V. (2013). Learning to lead: The impact of youth organizing on the educational and civic trajectories of low-income youth. Institute for Democracy, Education, and Access. https://eric.ed.gov/?id=ED574627Google Scholar
Seider, S., Kelly, L., Clark, S., Jennett, P., El-Amin, A., Graves, D., … & Cabral, M. (2020). Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality. Youth & Society, 52(5), 756794. https://doi.org/10.1177/0044118X18767783Google Scholar
Schmid, C. (2012). The value “social responsibility” as a motivating factor for adolescents’ readiness to participate in different types of political actions, and its socialization in parent and peer contexts. Journal of Adolescence, 35(3), 533547. https://doi.org/10.1016/j.adolescence.2012.03.009Google Scholar
Schwartz, S. H., Caprara, G. V., & Vecchione, M. (2010). Basic personal values, core political values, and voting: A longitudinal analysis. Political Psychology, 31(3), 421452. https://doi.org/10.1111/j.1467-9221.2010.00764.xGoogle Scholar
Sherrod, L. R., & Lauckhardt, J. (2009). The development of citizenship. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology, Vol. 2: Contextual influences on adolescent development (3rd ed., pp. 372408). John Wiley & Sons.Google Scholar
Sidanius, J., Kteily, N., Sheehy‐Skeffington, J., Ho, A. K., Sibley, C., & Duriez, B. (2013). You’re inferior and not worth our concern: The interface between empathy and social dominance orientation. Journal of Personality, 81(3), 313323. https://doi.org/10.1111/jopy.12008Google Scholar
Spencer, M. B., & Spencer, T. R. (2014). Invited commentary: Exploring the promises, intricacies, and challenges to positive youth development. Journal of Youth and Adolescence, 43(6), 10271035. https://doi.org/10.1007/s10964-014-0125-8Google Scholar
Staub, E., & Vollhardt, J. (2008). Altruism born of suffering: The roots of caring and helping after victimization and other trauma. American Journal of Orthopsychiatry, 78(3), 267280. https://doi.org/10.1037/a0014223Google Scholar
Syed, M., Santos, C., Yoo, H. C., & Juang, L. P. (2018). Invisibility of racial/ethnic minorities in developmental science: Implications for research and institutional practices. American Psychologist, 73(6), 812826. https://doi.org/10.1037/amp0000294Google Scholar
Taylor, L. K., O’Driscoll, D., Dautel, J. B., & McKeown, S. (2020). Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict. Social Development, 29(2), 461477. https://doi.org/10.1111/sode.12421Google Scholar
Terriquez, V., & Lin, M. (2020). Yesterday they marched, today they mobilised the vote: A developmental model for civic leadership among the children of immigrants. Journal of Ethnic and Migration Studies, 46(4), 747769. https://doi.org/10.1080/1369183X.2018.1556457Google Scholar
Tolan, P., Lovegrove, P., & Clark, E. (2013). Stress mitigation to promote development of prosocial values and school engagement of inner‐city urban African American and Latino youth. American Journal of Orthopsychiatry, 83(2–3), 289298. https://doi.org/10.1111/ajop.12038Google Scholar
Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 10861099. https://doi.org/10.1007/s10964-017-0786-1Google Scholar
Van Goethem, A., Van Hoof, A., Orobio de Castro, B., Van Aken, M., & Hart, D. (2014). The role of reflection in the effects of community service on adolescent development: A meta‐analysis. Child Development, 85(6), 21142130. https://doi.org/10.1111/cdev.12274Google Scholar
Wagaman, M. A. (2011). Social empathy as a framework for adolescent empowerment. Journal of Social Service Research, 37(3), 278293. https://doi.org/10.1080/01488376.2011.564045Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 134, 4357. https://doi.org/10.1002/cd.310CrossRefGoogle Scholar
Weng, S. S., & Lee, J. S. (2016). Why do immigrants and refugees give back to their communities and what can we learn from their civic engagement? VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 27(2), 509524. https://doi.org/10.1007/s11266-015-9636-5Google Scholar
White, E. S., & Mistry, R. S. (2016). Parent civic beliefs, civic participation, socialization practices, and child civic engagement. Applied Developmental Science, 20(1), 4460. https://doi.org/10.1080/10888691.2015.1049346Google Scholar
White-Johnson, R. L. (2012). Prosocial involvement among African American young adults: Considering racial discrimination and racial identity. Journal of Black Psychology, 38(3), 313341. https://doi.org/10.1177/0095798411420429Google Scholar
Wray-Lake, L., & Abrams, L. S. (2020). Pathways to civic engagement among urban youth of color. Monographs of the Society for Research in Child Development, 85(2). https://doi.org/10.1111/mono.12415Google Scholar
Wray-Lake, L., Arruda, E. H., & Schulenberg, J. E. (2020). Civic development across the transition to adulthood in a national US sample: Variations by race/ethnicity, parent education, and gender. Developmental Psychology, 56(10), 19481967. http://doi.org/10.1037/dev0001101Google Scholar
Wray-Lake, L., & Ballard, P. J. (2021). Civic engagement across adolescence and young adulthood. In Crockett, L., Carlo, G., & Schulenberg, J. (Eds.), Handbook of adolescent and young adult development. American Psychological Association.Google Scholar
Wray-Lake, L., Metzger, A., & Syvertsen, A. K. (2017). Testing multidimensional models of youth civic engagement: Model comparisons, measurement invariance, and age differences. Applied Developmental Science, 119. https://doi.org/10.1080/10888691.2016.1205495Google Scholar
Wray-Lake, L., & Syvertsen, A. (2011). The developmental roots of social responsibility in childhood and adolescence. In Flanagan, C. & Christens, B. (Eds.), Youth development: Work at the cutting edge (pp. 1125). Jossey-Bass.Google Scholar
Yang, Y., Li, W., Sheldon, K. M., & Kou, Y. (2019). Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis. International Journal of Psychology, 54(3), 325332. https://doi.org/10.1002/ijop.12474Google Scholar
Yates, M., & Youniss, J. (1998). Community service and political identity development in adolescence. Journal of Social issues, 54(3), 495512. https://digitalcommons.unomaha.edu/slceciviceng/21Google Scholar
Zaff, J., Boyd, M., Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Active and engaged citizenship: Multi-group and longitudinal factorial analysis of an integrated construct of civic engagement. Journal of Youth and Adolescence, 39(7), 736750. https://doi.org/10.1007/s10964-010-9541-6Google Scholar

References

Aristotle. (1985). Nicomachean ethics. (T. Irwin, Trans.). Hackett Publishing.Google Scholar
Baehr, J. (2013). Educating for intellectual virtues: From theory to practice. Journal of Philosophy of Education, 47(2), 248262.Google Scholar
Baltes, P. B., & Baltes, M. M. (1980). Plasticity and variability in psychological aging: Methodological and theoretical issues. In Gurski, G. E. (Ed.), Determining the effects of aging on the central nervous system (pp. 4166). Schering AG.Google Scholar
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In Baltes, P. B., & Baltes, M. M. (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 134). Cambridge University Press.Google Scholar
Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life span theory in developmental psychology. In Damon, W. & Lerner, R. M. (Eds.), The handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 569664). Wiley.Google Scholar
Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1977). Life-span developmental psychology: Introduction to research methods. Brooks/Cole.Google Scholar
Barbarin, O. A., Tolan, P. H., Gaylord-Harden, N., & Murry, V. (2019). Promoting social justice for African-American boys and young men through research and intervention: A challenge for developmental science. Applied Developmental Science, 112.Google Scholar
Bateson, P. (2015) Ethology and human development. In Overton, W. F. & Molenaar, P. C. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method (7th ed., pp. 208243). Wiley.Google Scholar
Benson, P. L. (2008). Sparks: How parents can help ignite the hidden strengths of teenagers. Jossey-Bass.Google Scholar
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. In Lerner, R. M., Lerner, J. V., & Benson, J. B. (Eds.), Advances in child development and behavior: Positive youth development: Research and applications for promoting thriving in adolescence (pp. 195228). Elsevier.Google Scholar
Berkowitz, M. W. (2012). Moral and character education. In Harris, K. R., Graham, S., & Urdan, T. (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and contextual factors (pp. 247264). American Psychological Association.Google Scholar
Berkowitz, M. W. (2021). PRIMED for character education: Six design principles for school improvement. Routledge.Google Scholar
Berkowitz, M. W., Bier, M. C., & McCauley, B. (2017). Toward a science of character education: Frameworks for identifying and implementing effective practices. Journal of Character Education, 13(1), 3351.Google Scholar
Bornstein, M. H. (2017). The specificity principle in acculturation science. Perspectives in Psychological Science, 12(1), 345.Google Scholar
Bornstein, M. H. (2019). Fostering optimal development and averting detrimental development: Prescriptions, proscriptions, and specificity. Applied Developmental Science, 23(4), 340345.Google Scholar
Bowers, E. P., Geldhof, G. J., Johnson, S. K., Hilliard, L. J., Hershberg, R. M., Lerner, J. V., & Lerner, R. M. (Eds.). (2015). Promoting positive youth development: Lessons learned from the 4-H study. Springer.Google Scholar
Brandtstädter, J. (1998). Action perspectives on human development. In Damon, W. (Series Ed.) & Lerner, R. M. (Vol. Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp. 807863). Wiley.Google Scholar
Brandtstädter, J. (2006). Action perspectives on human development. In Lerner, R. M. (Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 516568). Wiley.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Damon, W. & Lerner, R.M. (Eds.), The handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793828). Wiley.Google Scholar
Callina, K. S., & Lerner, R. M. (2017). On the importance of coherence in the study of character development. Journal of Character Education, 13(1), 1927.Google Scholar
Cantor, P., Lerner, R. M., Pittman, K., Chase, P. A., & Gomperts, N. (2021). Whole-child development, learning, and thriving: A dynamic systems approach. Cambridge University Press.Google Scholar
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307337.Google Scholar
Catalano, R. P., Hawkins, J. D., Berglund, M. L., Pollard, J. A., & Arthur, M. W. (2002). Prevention science and positive youth development: Competitive or cooperative frameworks? Journal of Adolescent Health, 31, 230239.Google Scholar
Clement, S., & Bollinger, R. (2016). Perspectives on character virtue development. Research in Human Development, 13(2), 174181.Google Scholar
Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 1324.Google Scholar
Damon, W. (2008). The path to purpose: Helping our children find their calling in life. Simon and Schuster.Google Scholar
Durlak, J. A. (2017). The fundamental importance of effective program implementation for successful character development. Journal of Character Education, 13(2),111.Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405432.Google Scholar
Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology (2nd ed., Vol. 2, pp. 125153). Wiley.Google Scholar
Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development/committee on community-level programs for youth. National Academy Press.Google Scholar
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. (Ed.), Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (7th ed., pp. 610656). Wiley.Google Scholar
Elder, G. H., Shanahan, M. J., & Jennings, J. A. (2015). Human development in time and place. In Bornstein, M. H. & Leventhal, T. (Eds.), Handbook of child psychology and developmental science, Vol. 4: Ecological settings and processes in developmental systems (7th ed., pp. 654). Wiley.Google Scholar
Fallace, T. D. (2015). Race and the origins of progressive education, 1880–1929. Teachers College Press.Google Scholar
Fass, P. S. (1991). Outside In: Minorities and the transformation of American education. Oxford University Press.Google Scholar
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In Lerner, R. M. (Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 313399). Wiley.Google Scholar
Franklin, V. P., Gordon, L. D., Seller, M. S., & Fass, P. S. (1991). Understanding American education in the twentieth century. History of Education Quarterly, 31(1), 4765.Google Scholar
Freund, A. M., & Baltes, P. B. (2002). Life-management strategies of selection, optimization, and compensation: Measurement by self-report and construct validity. Journal of Personality and Social Psychology, 82(4), 642662.Google Scholar
Gaylord-Harden, N. K., Barbarin, O., Tolan, P. H., & Murry, V. M. (2018). Understanding development of African American boys and young men: Moving from risks to positive youth development. American Psychologist, 73(6), 753.Google Scholar
Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, M. K., Napolitano, C. M., Schmid, K. L., Lerner, J. V., & Lerner, R. M. (2014a). Creation of short and very short measures of the Five Cs of positive youth development. Journal of Research on Adolescence, 24(1), 163176.Google Scholar
Geldhof, G. J., Bowers, E. P., Mueller, M. K., Napolitano, C. M., Schmid, K. L., & Lerner, R. M. (2014b). Longitudinal analysis of a very short measure of positive youth development. Journal of Youth and Adolescence, 43(6), 933949.Google Scholar
Ginsburg, K. R., & Jablow, M. M. (2011). A parent’s guide to building resilience in children and teens: Giving your child roots and wings (2nd ed.). American Academy of Pediatrics.Google Scholar
Gissis, S. B., & Jablonka, E. (Eds.). (2011). Transformations of Lamarckism: From subtle fluids to molecular biology. MIT Press.Google Scholar
Gould, S. J. (1977). Ontogeny and phylogeny. Belknap Press of Harvard University Press.Google Scholar
Hamilton, S. F., & Hamilton, M. A. (2009). The transition to adulthood: Challenges of poverty and cultural lag. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology, Vol. 2: Contextual influences on adolescent development (3rd ed., pp. 492526). Wiley.Google Scholar
Hearnshaw, L. S. (1979). Cyril Burt, psychologist. Cornell University Press.Google Scholar
Hebb, D. O. (1949). The organization of behavior. Wiley.Google Scholar
Heckhausen, J. (1999). Developmental regulation in adulthood: Age-normative and sociocultural constraints as adaptive challenges. Cambridge University Press.Google Scholar
Hirsch, J. (1981). To “unfrock the charlatans.” Sage Race Relations Abstracts, 6, 165.Google Scholar
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185204.Google Scholar
Jablonka, E., & Lamb, M. (2005). Evolution in four dimensions: Genetic, epigenetic, behavioral, and symbolic variation in the history of life. MIT PressGoogle Scholar
Johanson, D. C., & Edey, M. A. (1981). Lucy: The beginnings of humankind. Simon & Schuster.Google Scholar
King, P. E., Carr, D., & Boitor, C. (2011). Religion, spirituality, positive youth development, and thriving. In Lerner, R. M., Lerner, J. V., & Benson, J. B. (Eds.), Advances in child development and behavior, Vol. 41: Positive youth development (pp. 159193). Elsevier.Google Scholar
Kohlberg, L. (1978). Revisions in the theory and practice of moral development. New Directions for Child Development, 2, 93120.Google Scholar
Kristjánsson, K. (2015). Aristotelian character education. Routledge.Google Scholar
Kristjánsson, K. (2007). Aristotle, emotions, and education. Ashgate.Google Scholar
Larson, R. W., & Angus, R. M. (2011). Adolescents’ development of skills for agency in youth programs: Learning to think strategically. Child Development, 82(1), 277294.Google Scholar
Lerner, J. V., Bowers, E. P., Minor, K., Lewin-Bizan, S., Boyd, M. J., Mueller, M. K., Schmid, K. L., Napolitano, C. M., & Lerner, R. M. (2013). Positive youth development: Processes, philosophies, and programs. In Lerner, R. M., Easterbrooks, M. A., & Mistry, J. (Eds.), Handbook of psychology, Vol. 6: Developmental psychology (2nd ed., pp. 365392). Wiley.Google Scholar
Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. (2009). Positive youth development. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology (3rd ed., pp. 524558). Wiley.Google Scholar
Lerner, R. M. (1982). Children and adolescents as producers of their own development. Developmental Review, 2(4), 342370. https://doi.org/10.1016/0273-2297(82)90018-1Google Scholar
Lerner, R. M. (1984). On the nature of human plasticity. Cambridge University Press.Google Scholar
Lerner, R. M. (1992). Final solutions: Biology, prejudice, and genocide. Penn State Press.Google Scholar
Lerner, R. M. (2004). Liberty: Thriving and civic engagement among America’s youth. Sage.Google Scholar
Lerner, R. M. (2018a). Concepts and theories of human development (4th ed.). Routledge.CrossRefGoogle Scholar
Lerner, R. M. (2018b). Character development: Four facets of virtues. Child Development Perspectives, 13(2), 7984.Google Scholar
Lerner, R. M. (2018c). Character development among youth: Linking lives in time and place. International Journal of Behavioral Development, 42(2), 267277.Google Scholar
Lerner, R. M. (2021). Individuals as producers of their development: The dynamics of person ó context coactions. Routledge.Google Scholar
Lerner, R. M., & Chase, P. A. (2019). Enhancing theory and methodology in the international study of positive youth development: A commentary. Child & Youth Care Forum, 48(2), 269277.Google Scholar
Lerner, R. M., & Chase, P. A. (2020). Hate in contemporary America: Pathology or opportunism? In Sternberg, R. J. (Ed.), Perspectives on hate: How it originates, develops, manifests, and spreads (pp. 137160). American Psychological Association.Google Scholar
Lerner, R. M., Lerner, J. V., Bowers, E., & Geldhof, G. J. (2015). Positive youth development and relational developmental systems. In Overton, W. F. & Molenaar, P. C. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method (7th ed., pp. 607651). Wiley.Google Scholar
Lerner, R. M., Lerner, J. V., Murry, V. M., Smith, E. P., Bowers, E. P., Geldhof, G. J., & Buckingham, M. H. (2021). Positive youth development in 2020: Theory, research, programs, and the promotion of social justice. Journal of Research on Adolescence, 31(4), 11141134.Google Scholar
Lerner, R. M., & Overton, W. F. (2008). Exemplifying the integrations of the relational developmental system: Synthesizing theory, research, and application to promote positive development and social justice. Journal of Adolescent Research, 23(3), 245255.Google Scholar
Lickliter, R., & Honeycutt, H. (2015). Biology, development, and human systems. In Overton, W. F. & Molenaar, P. C. M. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method (7th ed., pp. 162207). Wiley.Google Scholar
Lickona, T., & Davidson, M. (2005). Smart and good high schools: Developing excellence and ethics for success in school, work and beyond. Center for the 4th and 5th Rs (Respect and Responsibility).Google Scholar
Lifton, R. J. (1986). The Nazi doctors: Medical killing and the psychology of genocide. Basic Books.Google Scholar
Malti, T. (2021) Kindness: A perspective from developmental psychology. European Journal of Developmental Psychology, 18(5), 629657. https://doi.org/10.1080/17405629.2020.1837617Google Scholar
Mascolo, M. F., & Bidell, T. T. (Eds.). (2020). Handbook of integrative developmental psychology: Festschrift for Kurt W. Fischer. Routledge.Google Scholar
Mascolo, M. F., & Fischer, K. W. (2015). Dynamic development of thinking, feeling, and acting. In Overton, W. F. & Molenaar, P. C. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method (7th ed., pp. 113161). Wiley.Google Scholar
Masten, A. S. (2014a). Ordinary magic: Resilience in development. Guilford Press.Google Scholar
Masten, A. S. (2014b). Invited commentary: Positive youth development and human complexity. Journal of Youth and Adolescence, 43, 10121017.Google Scholar
Masten, A. S., Narayan, A. J., Silverman, W. K., & Osofsky, J. D. (2015). Children in war and disaster. In Bornstein, M. H. & Leventhal, T. (Eds.), Handbook of child psychology and developmental science, Vol. 4: Ecological settings and processes (7th ed., pp. 704745). Wiley.Google Scholar
Moore, D. S. (2015). The developing genome: An introduction to behavioral epigenetics. Oxford University Press.Google Scholar
Murry, V. M. (2014). evaluating the contributions of culture and cultural fit in evidence-based programs: A commentary. Journal of Clinical Child & Adolescent Psychology, 43(3), 454458.Google Scholar
Murry, V. M. (2019). Healthy African American families in the 21st century: Navigating opportunities and transcending adversities. Family Relations, 68(3), 342357. doi:10.1111/fare.12363Google Scholar
Murry, V. M., Berkel, C., Brody, G. H., Miller, S. J., & Chen, Y. F. (2009). Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth. Cultural Diversity and Ethnic Minority Psychology, 15(1), 1.Google Scholar
Murry, V. M., Berkel, C., Chen, Y. F., Brody, G. H., Gibbons, F. X., & Gerrard, M. (2011). Intervention induced changes on parenting practices, youth self-pride, and sexual norms to reduce HIV-related behaviors among rural African American youths. Journal of Youth and Adolescence, 40, 11471163.Google Scholar
Murry, V. M., Berkel, C., Simons, R. L., & Simon, L. G., & Gibbons, F. X. (2014). A twelve-year longitudinal analysis of positive youth development among rural African American males. Journal of Research on Adolescence, 24(3), 512525.Google Scholar
Murry, V. M., Block, E. P., & Liu, N. (2016). Adjustment and developmental patterns of African American males: The roles of families, communities, and other contexts. In Burton, L. M., Burton, D., McHale, S. M., King, V., & Van Hook, J. (Eds.), Boys and men in African American families (pp. 732). Springer Publications.Google Scholar
Murry, V. M., Butler-Barnes, S. T., Mayo-Gamble, T. L., & Inniss-Thompson, M. N. (2018). Excavating new constructs for family stress theories in the context of everyday life experiences of black American families. Journal of Family Theory & Review, 10(2), 384405.Google Scholar
Murry, V. M., Hill, N. E., Witherspoon, D., Berkel, C., & Bartz, D. (2015). Children in diverse social contexts. In Bornstein, M. H. & Leventhal, T. (Eds.), Handbook of child psychology and developmental science, Vol. 4: Ecological settings and processes (7th ed., pp. 416454). Wiley.Google Scholar
Narvaez, D. (2008). Human flourishing and moral development: Cognitive and neurobiological perspectives of virtue development. In Nucci, L. & Narvaez, D. (eds), Handbook of moral and character education (pp. 310327). Routledge.Google Scholar
Nucci, L. (2017). Character: A multi-faceted developmental system. Journal of Character Education, 13(1), 116.Google Scholar
Nucci, L. P. (2001). Education in the moral domain. Cambridge University Press.Google Scholar
Osher, D., Cantor, P., Berg, J., Steyer, L. & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 336.Google Scholar
Overton, W. F. (2015). Process and relational developmental systems. In Overton, W. F. & Molenaar, P. C. M. (Eds.), Handbook of child psychology and developmental science, Vol. 1: Theory and method (7th ed., pp. 962). Wiley.Google Scholar
Payne, C. (1984) Multicultural education and racism in American schools. Theory into Practice, 23(2), 124131.Google Scholar
Proctor, R. N. (1988). Racial hygiene: Medicine under the Nazis. Harvard University Press.Google Scholar
Raeff, C. (2016). Exploring the dynamics of human development: An integrative approach. Oxford University Press.Google Scholar
Ramsey, S. (2008). Reading, writing and segregation: A century of Black women teachers in Nashville, Tennessee. University of Illinois Press.Google Scholar
Rhodes, J. E. (2020). Older and wiser: New ideas for youth mentoring in the 21st century. Harvard University Press.Google Scholar
Rose, T. (2016). The end of average: How we succeed in a world that values sameness. HarperCollins.Google Scholar
Sampson, R. J. (2016). The characterological imperative: On Heckman, Humphries, and Kautz’s The myth of achievement tests: The GED and the role of character in American Life. Journal of Economic Literature, 54(2), 493513.Google Scholar
Schneirla, T. C. (1957). The concept of development in comparative psychology. In Harris, D. B. (Ed.), The concept of development: An issue in the study of human behavior (pp. 78108). University of Minnesota Press.Google Scholar
Seider, S. (2012). Character compass: How powerful school culture can point students toward success. Harvard Education Press.Google Scholar
Silbereisen, R. K., & Lerner, R. M. (Eds.). (2007). Approaches to positive youth development. Sage Publications.Google Scholar
Slavich, G. M. (2020). Social safety theory: A biologically based evolutionary perspective on life stress, health, and behavior. Annual Review of Clinical Psychology, 16, 256295.Google Scholar
Slavich, G. M., & Cole, S. W. (2013). The emerging field of human social genomics. Clinical Psychological Science, 1, 331348.Google Scholar
Smith, E. P., Atkins, J., & Connell, C. M. (2003). Family, school, and community factors and relationships to racial–ethnic attitudes and academic achievement. American Journal of Community Psychology, 32(1–2), 159173.Google Scholar
Smith, E. P., Boutte, G. S., Zigler, E., & Finn-Stevenson, M. (2004). Opportunities for schools to promote resilience in children and youth. In Maton, K. I., Schellenbach, C. J., Leadbetter, B. J., & Solarz, A. L. (Eds.), Investing in children, youth, families, and communities: Strengths-based research and policy (pp. 213231). American Psychological Association.Google Scholar
Smith, E. P., Faulk, M., Monteic, A., & Sizer, M. A. (2016). Exploring the meso-system: The roles of community, family, and peers in adolescent delinquency and positive youth development. Youth & Society, 48(3), 318343.Google Scholar
Smith, E. P., Osgood, D. W., Caldwell, L. C., Hynes, K., & Perkins, D. F. (2013). Measuring collective efficacy among children in community-based afterschool: Pathways toward prevention and positive youth development. American Journal of Community Psychology, 52, 2740.Google Scholar
Smith, E. P., Witherspoon, D. P., Bhargava, S., & Bermudez, M. (2019). Cultural values and behavior among African American and European American children. Journal of Child and Family Studies, 28, 12361249.Google Scholar
Smith, E. P., Witherspoon, D. P., & Osgood, D. (2017). Positive youth development among diverse racial-ethnic children: Quality afterschool contexts as developmental assets. Child Development, 88(5), 10631078.Google Scholar
Spencer, M. B. (2006). Phenomenological variant of ecological systems theory (PVEST): A human development synthesis applicable to diverse individuals and groups. In Damon, W. & Lerner, R. M. (Eds.) and Lerner, R. M. (Vol. Ed.), Handbook of child psychology, Vol. 6: Theoretical models of human development (6th ed., pp. 829894). Wiley.Google Scholar
Spencer, M. B., & Spencer, T. R. (2014). Exploring the promises, intricacies, and challenges to positive youth development. Journal of Youth and Adolescence, 43, 10271035.Google Scholar
Spencer, M. B., Swanson, D. P., & Harpalani, V. (2015). Development of the self. In Lamb, M. E. (Vol. Ed.), Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (7th ed., pp. 750793). Wiley.Google Scholar
Tobach, E., & Schneirla, T. C. (1968). The biopsychology of social behavior of animals. In Cooke, R. E. & Levin, S. (Eds.), Biologic basis of pediatric practice (pp. 6882). McGraw-Hill.Google Scholar
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Harvard University Press.Google Scholar
Woodson, C. (1933). The Mis-Education of the Negro. The Book Tree.Google Scholar
Wray-Lake, L. & Abrams, L. S. (2020). Pathways to civic engagement among urban youth of color. Monographs of the Society for Research in Child Development, 85(2), Serial No. 337, 1154.Google Scholar
Yu, D., Smith, E. P. & Oshri, A. (2019): Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis. Applied Developmental Science, 25(4), 332350.Google Scholar

References

Ainsworth, M. D. S. (1991). Attachments and other affectional bonds across the life cycle. In Parkes, C. M., Stevenson-Hinde, J., & Marris, P. (Eds.), Attachment across the life cycle (pp. 3351). Routledge.Google Scholar
Aristotle. Book VI: Intellectual virtue. In Nicomachean ethics.Google Scholar
Asscheman, J. S., He, J., Koot, S., Buil, J. M., Krabbendam, L., & van Lier, P. A. (2020). Classroom peer preferences and the development of sharing behavior with friends and others. International Journal of Behavioral Development, 44(5), 412423. https://doi.org/10.1177/0165025420911094Google Scholar
Atkins, P. W., Wilson, D. S., & Hayes, S. C. (2019). Prosocial: Using evolutionary science to build productive, equitable, and collaborative groups. Context Press/New Harbinger Publications.Google Scholar
Baldassarri, D., & Abascal, M. (2020). Diversity and prosocial behavior. Science, 369(6508), 11831187. https://doi.org/10.1126/science.abb2432Google Scholar
Barry, C. M., & Wentzel, K. R. (2006). Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153163. https://doi.org/10.1037/0012-1649.42.1.153Google Scholar
Battistich, V. A. (2008). The child development project: Creating caring school communities. In Nucci, L. P. & Narvaez, D. (Eds.), Handbook of moral and character education (pp. 328351). Routledge.Google Scholar
Ben-Arieh, A., & Frønes, I. (2011). Taxonomy for child well-being indicators: A framework for the analysis of the well-being of children. Childhood, 18(4), 460476. https://doi.org/10.1177/0907568211398159Google Scholar
Berkowitz, M. W. (2002). The science of character education. In Damon, W. (Ed.), Bringing in a new era in character education (pp. 4363). Hoover Institution Press.Google Scholar
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 710. https://doi.org/10.1111/1467-8721.00157Google Scholar
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., Pinderhughes, E., & Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156168. https://doi.org/10.1037/a0018607Google Scholar
Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence‐based programming: Sustained benefits for low‐income children. Journal of Child Psychology and Psychiatry, 58(2), 129137. https://doi.org/10.1111/jcpp.12618Google Scholar
Biglan, A., & Embry, D. D. (2013). A framework for intentional cultural change. Journal of Contextual Behavioral Science, 2(3–4), 95104. https://doi.org/10.1016/j.jcbs.2013.06.001Google Scholar
Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67(4), 257. https://doi.org/10.1037/a0026796Google Scholar
Biglan, A., & Glenn, S. S. (2013). Toward prosocial behavior and environments: Behavioral and cultural contingencies in a public health framework. In Madden, G. J., Dube, W. V., Hackenberg, T. D., Hanley, G. P., & Lattal, K. A. (Eds.), APA handbook of behavior analysis (Vol. 2, pp. 255275). American Psychological Association.Google Scholar
Biglan, A., Johansson, M., Van Ryzin, M., & Embry, D. (2020). Scaling up and scaling out: Consilience and the evolution of more nurturing societies. Clinical Psychology Review, 81, 101893. https://doi.org/10.1016/j.cpr.2020.101893Google Scholar
Blum, L. A. (1980). Friendship, altruism and morality. Routledge & Kegan Paul.Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.Google Scholar
Bowlby, J. (1969). Attachment and loss. Basic Books.Google Scholar
Breitenstein, S. M., Fogg, L., Ocampo, E. V., Acosta, D. I., & Gross, D. (2016). Parent use and efficacy of a self-administered, tablet-based parent training intervention: A randomized controlled trial. JMIR mHealth and uHealth, 4(2), e5202. https://doi.org/10.2196/mhealth.5202Google Scholar
Bretherton, I., & Munholland, K. A. (2008). Internal working models in attachment relationships: Elaborating a central construct in attachment theory. In Cassidy, J. & Shaver, P. R. (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 102127). Guilford Press.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.Google Scholar
Child Trends. (2019). State laws promoting social, emotional, and academic development leave room for improvement. Retrieved from www.childtrends.org/blog/state-laws-promoting-social-emotional-and-academic-development-leave-room-for-improvementGoogle Scholar
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2020). An examination of K-12 SEL learning competencies/standards in 18 states. Retrieved from https://casel.s3.us-east-2.amazonaws.com/CASEL-Gateway-Examining-Kthru12-Learning-Competencies.pdfGoogle Scholar
Dahl, A., & Brownell, C. A. (2019). The social origins of human prosociality. Current Directions in Psychological Science, 28(3), 274279. https://doi.org/10.1177/0963721419830386Google Scholar
Davis, A. N., Carlo, G. (2019). Toward an integrative conceptual model on the relations between discrimination and prosocial behaviors in US Latino/Latina youth. In Fitzgerald, H., Johnson, D., Qin, D., Villarruel, F., & Norder, J. (Eds.), Handbook of children and prejudice (pp. 375388). Springer. https://doi.org/10.1007/978-3-030-12228-7_21Google Scholar
Dodge, K. A. (2018). Toward population impact from early childhood psychological interventions. American Psychologist, 73(9), 11171129. https://doi.org/10.1037/amp0000393Google Scholar
Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163176. https://doi.org/10.1007/s12310-016-9177-0Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405432. https://doi.org/10.1111/j.1467-8624.2010.01564.xGoogle Scholar
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social–emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316326. https://doi.org/10.17105/SPR-2017.0116.V47-3Google Scholar
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2016). Social-emotional learning program to promote prosocial and academic skills among middle school students with disabilities. Remedial and Special Education, 37(6), 323332. https://doi.org/10.1177/0741932515627475Google Scholar
Fink, M., & Gronemeyer, R. (2020). Namibias Kinder. Lebensbedingungen und Lebenskraefte in der Krisengesellschaft (Namibia’s children: Living conditions and vital forces in crisis society). Transcript Verlag.Google Scholar
Fischer, B., & Tronto, J.C. (1990). Toward a feminist theory of care. In Abel, E. K. & Nelson, M. K. (Eds.), Circles of care: Work and identity in women’s lives. State University of New York Press.Google Scholar
Frydenberg, E., Deans, J., & Liang, R. (2019). Approaches to pre-school social emotional learning: Targeting empathy, resilience, prosocial and problem behaviour through coping strategies. In Frydenberg, E., Deans, J., & Liang, R. (Eds.), Promoting well-being in the pre-school years: Research, applications and strategies (pp. 122140). https://doi.org/10.4324/9780429019180-8Google Scholar
Garaigordobil, M. (2008) Assessment of the effects of a cooperative play programme for children aged 10–11 years on social adaptation and on the perception that parents, teachers and peers have of children’s prosocial behaviours. Journal for the Study of Education and Development, 31(3), 303318. https://doi.org/10.1174/021037008785702974Google Scholar
García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701716. https://doi.org/10.1080/13676261.2017.1406660Google Scholar
Gest, S., Graham-Bermann, S., & Hartup, W. (2001). Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status. Social Development, 10(1), 2340. https://doi.org/10.1111/1467-9507.00146Google Scholar
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 27(1), 1332.Google Scholar
Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.Google Scholar
Irvin, D. W., Bigelow, K. M., Turcotte, A., Eastwood-Tallmon, N., & Wallisch, A. (2020). Talk around town: A mobile phone application to support parent–child talk in the community. Families in Society, 101(1), 2133. https://doi.org/10.1177/1044389419867008Google Scholar
Jambon, M., & Malti, T. (2022). Developmental relations between children’s peer relationship quality and prosocial behavior: The mediating role of trust. The Journal of Genetic Psychology, 114. https://doi.org/10.1080/00221325.2022.2030293Google Scholar
Jennings, B. (2018). Solidarity and care as relational practices. Bioethics, 32(9), 553561. http://dx.doi.org/10.1111/bioe.12510Google Scholar
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The Future of Children, 27(1), 4972.Google Scholar
Keller, M. (2004). Self in relationship. In Lapsley, D. K. & Narvaez, D. (Eds.), Morality, self, and identity: Essays in honor of Augusto Blasi (pp. 269300). Erlbaum.Google Scholar
Khasnabis, D., & Goldin, S. (2020). Don’t be fooled, trauma is a systemic problem: Trauma as a case of weaponized educational innovation. Occasional Paper Series, 2020(43), 5. https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/5Google Scholar
Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional learning program on teacher attitudes and burnout: A mixed-methods study. School Mental Health, 13(1), 5568. https://doi.org/10.1007/s12310-020-09406-6Google Scholar
Kirby, J. N. (2016). The role of mindfulness and compassion in enhancing nurturing family environments. Clinical Psychology: Science and Practice, 23(2), 142157. https://doi.org/10.1111/cpsp.12149Google Scholar
Kusché, C., & Greenberg, M. T. (2012). The PATHS curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds.), The handbook of school violence and school safety: International research and practice (pp. 435446). Routledge.Google Scholar
Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prevention Science, 20(4), 457467. https://doi.org/10.1007/s11121-018-0953-yGoogle Scholar
Lazzari, A., Balduzzi, L., Van Laere, K., Boudry, C., Rezek, M., & Prodger, A. (2020). Sustaining warm and inclusive transitions across the early years: Insights from the START project. European Early Childhood Education Research Journal, 28(1), 4357. https://doi.org/10.1080/1350293X.2020.1707361Google Scholar
Leech, T., Dorstyn, D., Taylor, A., & Li, W. (2021). Mental health apps for adolescents and young adults: A systematic review of randomised controlled trials. Children and Youth Services Review, 127, 106073. https://doi.org/10.1016/j.childyouth.2021.106073Google Scholar
Leonard, N. R., Casarjian, B., Fletcher, R. R., Prata, C., Sherpa, D., Kelemen, A., … & Gwadz, M. V. (2018). Theoretically-based emotion regulation strategies using a mobile app and wearable sensor among homeless adolescent mothers: Acceptability and feasibility study. JMIR Pediatrics and Parenting, 1(1), e9037. doi:10.2196/pediatrics.9037Google Scholar
Lewin, K. 1943. Defining the “field at a given time.” Psychological Review, 50(3), 292310.Google Scholar
Lickona, T. (2004). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. Atria.Google Scholar
Lickona, T. (2009). Educating for character: How our schools can teach respect and responsibility. Bantam.Google Scholar
Luthar, S. S., Pao, L. S., & Kumar, N. L. (2021). COVID‐19 and resilience in schools: Implications for practice and policy. Social Policy Report, 34(3), 165. https://doi.org/10.1002/sop2.16Google Scholar
Malti, T. (2020). Children and violence: Nurturing social-emotional development to promote mental health. Social Policy Report (SPR), Society for Research in Child Development (SRCD), 33(2), 127. https://doi.org/10.1002/sop2.8Google Scholar
Malti, T. (2021). Kindness: A perspective from developmental psychology. European Journal of Developmental Psychology, 18(5), 629657. https://doi.org/10.1080/17405629.2020.1837617Google Scholar
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: A developmental analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 718731. https://doi.org/10.1080/15374416.2015.1121822Google Scholar
Malti, T., Gummerum, M., Ongley, S. F., Chaparro, M. P., Nola, M., & Bae, N. Y. (2016). Who is worthy of my generosity? Recipient characteristics and children’s sharing behavior. International Journal of Behavioral Development, 40(1), 3140. https://doi.org/10.1177/0165025414567007Google Scholar
Malti, T., & Noam, G. G. (Eds.). (2008). Where youth development meets mental health and education: The RALLY approach. New Directions for Youth Development, No. 120.Google Scholar
Malti, T., Peplak, J., & Zhang, L. (2020). The development of respect in children and adolescents. Monographs of the Society for Research in Child Development, 85(3), 193. https://doi.org/10.1111/mono.12417Google Scholar
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 1231. https://doi.org/10.1111/jftr.12255Google Scholar
Mayeroff, M. (1972). On caring. Harper & Row.Google Scholar
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL Interventions in early childhood. The Future of Children, 27(1), 3347. http://www.jstor.org/stable/44219020Google Scholar
Menting, A. T., de Castro, B. O., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901913. https://doi.org/10.1016/j.cpr.2013.07.006Google Scholar
Mesurado, B., Distefano, M. J., Robiolo, G., & Richaud, M. C. (2019). The Hero program: Development and initial validation of an intervention program to promote prosocial behavior in adolescents. Journal of Social and Personal Relationships, 36(8), 25662584. https://doi.org/10.1177/0265407518793224Google Scholar
Mesurado, B., Guerra, P., Richaud, M. C., & Rodriguez, L. M. (2018). Effectiveness of prosocial behavior interventions: A meta-analysis. In Gargiulo, P. & Mesones Arroyo, H. (Eds.), Psychiatry and neuroscience (pp. 259271). Springer. https://doi.org/10.1007/978-3-319-95360-1_21Google Scholar
Mesurado, B., Oñate, M. E., Rodriguez, L. M., Putrino, N., Guerra, P., & Vanney, C. E. (2020). Study of the efficacy of the Hero program: Cross-national evidence. PLoS ONE, 15(9), e0238442. https://doi.org/10.1371/journal.pone.0238442Google Scholar
Morawska, A., Sanders, M., Goadby, E., et al. (2011). Is the Triple P-Positive Parenting Program acceptable to parents from culturally diverse backgrounds? Journal of Child and Family Studies 20(5), 614622. https://doi.org/10.1007/s10826-010-9436-xGoogle Scholar
Morris, A. S., Robinson, L. R., Hays‐Grudo, J., Claussen, A. H., Hartwig, S. A., & Treat, A. E. (2017). Targeting parenting in early childhood: A public health approach to improve outcomes for children living in poverty. Child Development, 88(2), 388397. https://doi.org/10.1111/cdev.12743Google Scholar
Moustakas, C. E. (1959). Psychotherapy with children: The living relationship. Ballantine Books.Google Scholar
Nai, J., Narayanan, J., Hernandez, I., & Savani, K. (2018). People in more racially diverse neighborhoods are more prosocial. Journal of Personality and Social Psychology, 114(4), 497515. https://doi.org/10.1037/pspa0000103Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2016). Parenting matters: Supporting parents of children ages 0–8. National Academies Press. https://doi.org/10.17226/21868Google Scholar
Neaman, A., Otto, S., & Vinokur, E. (2018). Toward an integrated approach to environmental and prosocial education. Sustainability, 10(3), 583. https://doi.org/10.3390/su10030583Google Scholar
Nhat Hanh, T. (2020). Interbeing (4th ed.). Parallax Press.Google Scholar
O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: Outcomes for different student populations and settings (part 4 of 4). REL 2017-248, Regional Educational Laboratory Mid-Atlantic, Fairfax, VA.Google Scholar
OECD. (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong, OECD Publishing, Paris. https://dx.doi.org/10.1787/9789264276253-en.Google Scholar
Padilla‐Walker, L. M., Fraser, A. M., Black, B. B., & Bean, R. A. (2015). Associations between friendship, sympathy, and prosocial behavior toward friends. Journal of Research on Adolescence, 25(1), 2835. https://doi.org/10.1111/jora.12108Google Scholar
Paiva, A. (2019). The importance of trauma-informed schools for maltreated children. BU Journal of Graduate Studies in Education, 11(1), 2228.Google Scholar
Portwood, S. G., Lawler, M. J., & Roberts, M. C. (Eds.). (2021). Adverse childhood experiences: Translating research to action. Special Issue. American Psychologist, 76(2), 181390.Google Scholar
Puig de la Bellacasa, M. (2017a). Matters of care: Speculative ethics in more than human worlds. Minneapolis: University of Minnesota Press.Google Scholar
Puig de la Bellacasa, M. (2017b). Matters of care in technoscience: Assembling neglected things. Social Studies of Science, 41(1), 85106.Google Scholar
Pyscher, T., & Crampton, A. (2020). Issue 43: Possibilities and problems in trauma-based and social emotional learning programs. Occasional Paper Series: 2020 (43). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/1Google Scholar
Reinders, H., & Youniss, J. (2006). School-based required community service and civic development in adolescents. Applied Developmental Science, 10(1), 212. https://doi.org/10.1207/s1532480xads1001_1Google Scholar
Rosa, H. (2016). Resonanz: Eine Soziologie der Weltbeziehung (Resonance: A sociology of our relationship to the world). Suhrkamp.Google Scholar
Ross, W. D., & Brown, L. (Eds.). Oxford world’s classics: Aristotle: The Nicomachean ethics, book VI (revised ed.). Oxford University Press.Google Scholar
Rowe, M. L., Turco Guzman, R., & Blatt, J. H. (2021). Can interactive apps promote parent-child conversations? Journal of Applied Developmental Psychology, 76. https://doi.org/10.1016/j.appdev.2021.101326Google Scholar
Saleme, P., Pang, B., Dietrich, T., & Parkinson, J. (2020). Prosocial digital games for youth: A systematic review of interventions. Computers in Human Behavior Reports, 2, 100039. https://doi.org/10.1016/j.chbr.2020.100039Google Scholar
Samuels, W. E. (2018). Nurturing kindness naturally: A humane education program’s effect on the prosocial behavior of first and second graders across China. International Journal of Educational Research, 91, 4964. https://doi.org/10.1016/j.ijer.2018.08.001Google Scholar
Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12(2), 249268. https://doi.org/10.1111/1467-9507.00232Google Scholar
Slater, J. (2021). Things were getting better for kids. Here’s how to boost their well-being. New York Times, December 28. Retrieved from www.nytimes.com/2021/12/28/opinion/children-teenagers-omicron.htmlGoogle Scholar
Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 1–13. https://doi.org/10.1080/20590776.2020.1839883Google Scholar
Spinrad, T. L., & Gal, D. E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 4044. https://doi.org/10.1016/j.copsyc.2017.08.004Google Scholar
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Substance Abuse and Mental Health Services Administration.Google Scholar
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. Norton.Google Scholar
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child Development, 81(6), 18141827. https://doi.org/10.1111/j.1467-8624.2010.01512.xGoogle Scholar
Taylor, L. K. (2020). The Developmental Peacebuilding Model (DPM) of children’s prosocial behaviors in settings of intergroup conflict. Child Development Perspectives, 14(3), 127134. https://doi.org/10.1111/cdep.12377Google Scholar
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 11561171. https://doi.org/10.1111/cdev.12864Google Scholar
Tronto, J. (2013). Caring democracy: Markets, equity, and justice. New York University Press.Google Scholar
Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Routledge.Google Scholar
Turner, K. M. T., Singhal, M., McIlduff, C., Singh, S., & Sanders, M. R. (2020). Evidence-based parenting support across cultures: The Triple P-Positive Parenting Program experience. In Vijver, F. & Halford, W. K. (Eds.), Cross-cultural family research and practice (pp. 603644). Elsevier. https://doi.org/10.1016/B978-0-12-815493-9.00019-3Google Scholar
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2021). Right from the start: Build inclusive societies through inclusive early childhood education. Retrieved from https://en.unesco.org/gem-report/rightfromthestartGoogle Scholar
Valero, D., Redondo-Sama, G., & Elboj, C. (2017). Interactive groups for immigrant students: A factor for success in the path of immigrant students. International Journal of Inclusive Education, 22, 787802. https://doi.org/10.1080/13603116.2017.1408712Google Scholar
Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: How diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43, 1733. https://doi.org/10.1080/0305764X.2012.749213Google Scholar
Van Heerden, A., Sen, D., Desmond, C., Louw, J., & Richter, L. (2017). App-supported promotion of child growth and development by community health workers in Kenya: Feasibility and acceptability study. JMIR mHealth uHealth, 5(12), e182. doi:10.2196/mhealth.6911Google Scholar
VanderWeele, T. J. (2019). Measures of community well-being: A template. International Journal of Community Well-Being, 2(3), 253275. https://doi.org/10.1007/s42413-019-00036-8Google Scholar
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138. https://doi.org/10.3390/su10072138Google Scholar
Webster-Stratton, C. (2001). The incredible years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18(3), 3145. https://doi.org/10.1300/J007v18n03_04Google Scholar
Werner, E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. McGraw Hill.Google Scholar
White, R., & Shin, T. S. (2017). Integrative character education (ICE): Grounding facilitated prosocial development in a humanistic perspective for a multicultural world. Multicultural Education Review, 9(1), 4474. https://doi.org/10.1080/2005615X.2016.1276670Google Scholar
Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173(4), 389391. https://doi.org/10.1001/jamapediatrics.2018.5399Google Scholar

References

Ben-Arieh, A. (2005). Where are the children? Children’s role in measuring and monitoring their well-being. Social Indicators Research, 74(3), 573596. https://doi.org/10.1007/s11205-004-4645-6Google Scholar
Bloom, P. (2017). Empathy and its discontents. Trends in Cognitive Sciences, 21(1), 2431. https://doi.org/10.1016/j.tics.2016.11.004Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.Google Scholar
Brownell, C. A. (2013). Early development of prosocial behavior: Current perspectives. Infancy, 18(1), 19. https://doi.org/10.1111/infa.12004Google Scholar
Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.). (2018). Handbook of peer interactions, relationships, and groups (2nd ed.). Guilford Press.Google Scholar
Buttelmann, D., & Böhm, R. (2014). The ontogeny of the motivation that underlies in-group bias. Psychological Science, 25(4), 921927. https://doi.org/10.1177/0956797613516802Google Scholar
Carlo, G., & Maiya, S. (2019). Methodological issues in cross-cultural research on prosocial and moral development. In Jones, N. A., Platt, M., Mize, K. D., & Hardin, J. (Eds.), Conducting research in developmental psychology: A topical guide for research methods utilized across the lifespan (pp. 171188). Routledge.Google Scholar
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 3144. https://doi.org/10.1023/A:1014033032440Google Scholar
Davidov, M., Vaish, A., Knafo-Noam, A., & Hastings, P. D. (2016). The motivational foundations of prosocial behavior from a developmental perspective – Evolutionary roots and key psychological mechanisms: Introduction to the special section. Child Development, 87(6), 16551667. https://doi.org/10.1111/cdev.12639Google Scholar
Davis, M. H. (1983). A mulitdimensional approach to individual differences in empathy. Journal of Personality and Social Psychology, 44(1), 113126. https://doi.org/10.1037/0022-3514.44.1.113Google Scholar
Decety, J., & Cowell, J. M. (2014). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337339. https://doi.org/10.1016/j.tics.2014.04.008Google Scholar
Devine, P. G., Plant, E. A., Amodio, D. M., Harmon-Jones, E., & Vance, S. L. (2002). The regulation of explicit and implicit race bias: The role of motivations to respond without prejudice. Journal of Personality and Social Psychology, 82(5), 835848. https://doi.org/10.1037/0022-3514.82.5.835Google Scholar
Dunfield, K., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. Infancy, 16(3), 227247. https://doi.org/10.1111/j.1532-7078.2010.00041.xGoogle Scholar
Eisenberg, N., VanSchyndel, S. K., & Spinrad, T. L. (2016). Prosocial motivation: Inferences from an opaque body of work. Child Development, 87(6), 16681678. https://doi.org/10.1111/cdev.12638Google Scholar
FitzRoy, S., & Rutlan, A. (2010). Learning to control ethnic intergroup bias in childhood. European Journal of Social Psychology, 40(June 2009), 625634. https://doi.org/10.1002/ejspGoogle Scholar
Garrett, M. T. (1999). Understanding the “medicine” of Native American traditional values: An integrative review. Counseling and Values, 43(2), 8498. https://doi.org/10.1002/j.2161-007X.1999.tb00131.xGoogle Scholar
Gilead, M., & Liberman, N. (2014). We take care of our own: Caregiving salience increases out-group bias in response to out-group threat. Psychological Science, 25(7), 13801387. https://doi.org/10.1177/0956797614531439Google Scholar
Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out-group exemplars. Child Development, 88(1), 123130. https://doi.org/10.1111/cdev.12582Google Scholar
Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 13371345. https://doi.org/https://doi.org/10.1097/00004583-200111000-00015Google Scholar
Gratani, M., Sutton, S. G., Butler, J. R. A., Bohensky, E. L., & Foale, S. (2016). Indigenous environmental values as human values. Cogent Social Sciences, 2(1). https://doi.org/10.1080/23311886.2016.1185811Google Scholar
Greener, S., & Crick, N. R. (1999). Normative beliefs about prosocial behavior in middle childhood: What does it mean to be nice? Social Development, 8(3), 349363. https://doi.org/10.1111/1467-9507.00100Google Scholar
Grusec, J. E., Davidov, M., & Lundell, L. J. (2002). Prosocial and helping behavior. In Smith, P. K. & Hart, C. H. (Eds.), Blackwell handbook of childhood social development (pp. 457474). Blackwell.Google Scholar
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press. https://doi.org/doi:10.1515/9780822373780Google Scholar
Harmsworth, G. R., & Awatere, S. (2013). Indigenous Māori knowledge and perspectives of ecosystems. In Dymond, J. R. (Ed.), Ecosystem services in New Zealand – Conditions and trends (pp. 274286). Manaaki Whenua Press.Google Scholar
Hepach, R., Vaish, A., & Tomasello, M. (2012). Young children are intrinsically motivated to see others helped. Psychological Science, 23(9), 967972. https://doi.org/10.1177/0956797612440571Google Scholar
Hill, N. E. (2021). In search of the individual embedded in context: Applications of the specificity principle. Journal of Applied Developmental Psychology, 75(May), 101289. https://doi.org/10.1016/j.appdev.2021.101289Google Scholar
Kärtner, J., Keller, H., & Chaudhary, N. (2010). Cognitive and social influences on early prosocial behavior in two sociocultural contexts. Developmental Psychology, 46(4), 905914. https://doi.org/10.1037/a0019718Google Scholar
Killen, M., Elenbaas, L., & Rizzo, M. T. (2018). Young children’s ability to recognize and challenge unfair treatment of others in group contexts. Human Development, 61(4–5), 281296. https://doi.org/10.1159/000492804Google Scholar
Killen, M., Mulvey, K. L., & Hitti, A. (2013). Social exclusion in childhood: A developmental intergroup perspective. Child Development, 84(3), 772790. https://doi.org/10.1111/cdev.12012Google Scholar
Killen, M., Pisacane, K., Lee-Kim, J., & Ardila-Rey, A. (2001). Fairness or stereotypes? Young children’s priorities when evaluating group exclusion and inclusion. Developmental Psychology, 37(5), 587596. https://doi.org/10.1037/0012-1649.37.5.587Google Scholar
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. A. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and environmental contributions. Emotion, 8(6), 737752. https://doi.org/10.1037/a0014179Google Scholar
Knafo-Noam, A., Uzefovsky, F., Israel, S., Davidov, M., & Zahn-Waxler, C. (2015). The prosocial personality and its facets: Genetic and environmental architecture of mother-reported behavior of 7-year-old twins. Frontiers in Psychology, 6(Feb), 19. https://doi.org/10.3389/fpsyg.2015.00112Google Scholar
Köster, M., Cavalcante, L., Vera Cruz de Carvalho, R., Dôgo Resende, B., & Kärtner, J. (2016). Cultural influences on toddlers’ prosocial behavior: How maternal task assignment relates to helping others. Child Development, 87(6), 17271738. https://doi.org/10.1111/cdev.12636Google Scholar
Litvack-Miller, W., McDougall, D., & Romney, D. M. (1997). The structure of empathy during middle childhood and its relationship to prosocial behavior. Genetic, Social, and General Psychology Monographs, 123(3), 303325.Google Scholar
MacDonald, K. B. (2008). Effortful control, explicit processing, and the regulation of human evolved predispositions. Psychological Review, 115(4), 10121031. https://doi.org/10.1037/a0013327Google Scholar
Malti, T. (2020). Children and violence: Nurturing social-emotional development to promote mental health. Social Policy Report, 33(2), 127. https://doi.org/https://doi.org/10.1002/sop2.8Google Scholar
Malti, T., & Cheah, C. S. L. (2021). Toward complementarity: Specificity and commonality in social-emotional development: Introduction to the special section. Child Development, 92(6), e1085e1094. https://doi.org/10.1111/cdev.13690Google Scholar
Malti, T., Ongley, S. F., Peplak, J., Chaparro, M. P., Buchmann, M., Zuffianò, A., & Cui, L. (2016). Children’s sympathy, guilt, and moral reasoning in helping, cooperation, and sharing: A 6-year longitudinal study. Child Development, 87(6), 17831795. https://doi.org/10.1111/cdev.12632Google Scholar
Malti, T., & Rubin, K. H. (Eds.). (2018). Handbook of child and adolescent aggression. Guilford Press.Google Scholar
Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on Psychological Science, 5(4), 420430. https://doi.org/10.1177/1745691610375557Google Scholar
Mayeroff, M. (1971). On caring. Harper & Row. https://doi.org/10.20467/1091-5710.15.2.47Google Scholar
McGrath, M. P., & Brown, B. C. (2008). Developmental differences in prosocial motives and behavior in children from low-socioeconomic status families. Journal of Genetic Psychology, 169(1), 520. https://doi.org/10.3200/GNTP.169.1.5-20Google Scholar
Miller, J. G., & Bersoff, D. M. (1994). Cultural influences on the moral status of reciprocity and the discounting of endogenous motivation. Personality and Social Psychology Bulletin, 20(5), 592602. https://doi.org/10.1177/0146167294205015Google Scholar
Miller, J. G., Kahle, S., & Hastings, P. D. (2015). Roots and benefits of costly giving: Children who are more altruistic have greater autonomic flexibility and less family wealth. Psychological Science, 26(7), 10381045. https://doi.org/10.1177/0956797615578476Google Scholar
Newton, E. K., Thompson, R. A., & Goodman, M. (2016). Individual differences in toddlers’ prosociality: Experiences in early relationships explain variability in prosocial behavior. Child Development, 87(6), 17151726. https://doi.org/10.1111/cdev.12631Google Scholar
Nhat Hanh, T. (1987). Being peace. Parallax Press.Google Scholar
Padilla-Walker, L. M., & Carlo, G. (Eds.). (2014). Prosocial development: A multidimensional approach. Oxford University Press.Google Scholar
Paulus, M. (2014). The emergence of prosocial behavior: Why do infants and toddlers help, comfort, and share? Child Development Perspectives, 8(2), 7781. https://doi.org/10.1111/cdep.12066Google Scholar
Pitman, G. R. (2011). The evolution of human warfare. Philosophy of the Social Sciences, 41(3), 352379. https://doi.org/10.1177/0048393110371380Google Scholar
Rodrigues, J., Ulrich, N., Mussel, P., Carlo, G., & Hewig, J. (2017). Measuring prosocial tendencies in Germany: Sources of validity and reliability of the revised prosocial tendency measure. Frontiers in Psychology, 8(Dec.), 117. https://doi.org/10.3389/fpsyg.2017.02119Google Scholar
Roisman, G. I. (2021). Editorial: A vision of a fair and efficient, diverse and inclusive, cumulative science of child development in the best and worst of times. Child Development, 92(2), 451465. https://doi.org/10.1111/cdev.13538Google Scholar
Schwartz, S. H. (2007). Universalism values and the inclusiveness of our moral universe. Journal of Cross-Cultural Psychology, 38(6), 711728. https://doi.org/10.1177/0022022107308992Google Scholar
Schwartz, S. H. (2010). Basic values: How they motivate and inhibit prosocial behavior. In Mikulincer, M. & Shaver, P. R. (Eds.), Prosocial motives, emotions, and behavior: The better angels of our nature (pp. 221241). American Psychological Association. https://doi.org/10.1037/12061-012Google Scholar
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child Development, 81(6), 18141827. https://doi.org/10.1111/j.1467-8624.2010.01512.xGoogle Scholar
Thompson, R. A., & Newton, E. K. (2013). Baby altruists? Examining the complexity of prosocial motivation in young children. Infancy, 18(1), 120133. https://doi.org/10.1111/j.1532-7078.2012.00139.xGoogle Scholar
Verbos, A. K., & Humphries, M. (2014). A Native American relational ethic: An Indigenous perspective on teaching human responsibility. Journal of Business Ethics, 123(1), 19. doi:10.1007/s10551-013-1790-3Google Scholar

References

Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87(1), 4974. https://doi.org/10.1037/0021-843X.87.1.49Google Scholar
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt. 2), 1103. https://doi.org/10.1037/h0030372Google Scholar
Bloom, P. (2017). Against empathy: The case for rational compassion. Random House.Google Scholar
Bregman, R. (2020). Humankind: A hopeful history. Little, Brown.Google Scholar
Cialdini, R. B., Darby, B. L., & Vincent, J. E. (1973). Transgression and altruism: A case for hedonism. Journal of Experimental Social Psychology, 9(6), 502516. https://doi.org/https://doi.org/10.1016/0022-1031(73)90031-0Google Scholar
Cummings, E. M., Iannotti, R. J., & Zahn-Waxler, C. (1985). Influence of conflict between adults on the emotions and aggression of young children. Developmental Psychology, 21(3), 495507. https://doi.org/10.1037/0012-1649.21.3.495Google Scholar
Cummings, E. M., Zahn-Waxler, C., & Radke-Yarrow, M. (1981). Young children’s responses to expressions of anger and affection by others in the family. Child Development, 52(4), 12741282.Google Scholar
Cytryn, L., & McKnew, D. H. (1996). Growing up sad: Childhood depression and its treatment. W. W. Norton.Google Scholar
Darwin, C. (1872). The expression of the emotions in man and animals. John Murray.Google Scholar
Davidov, M., Paz, Y., Roth-Hanania, R., Uzefovsky, F., Orlitsky, T., Mankuta, D., & Zahn-Waxler, C. (2021). Caring babies: Concern for others in distress during infancy. Developmental Science, 24(2), e13016. https://doi.org/10.1111/desc.13016Google Scholar
de Saint-Exupéry, A. (1943). Le petit prince. Gallimard.Google Scholar
de Waal, F. B. M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59(1), 279300. https://doi.org/10.1146/annurev.psych.59.103006.093625Google Scholar
Decety, J. (2011). The neuroevolution of empathy. Annals of the New York Academy of Sciences, 1231(1), 3545. https://doi.org/https://doi.org/10.1111/j.1749-6632.2011.06027.xGoogle Scholar
Draghi-Lorenz, R., Reddy, V., & Costall, A. (2001). Rethinking the development of “nonbasic” emotions: A critical review of existing theories. Developmental Review, 21(3), 263304. https://doi.org/https://doi.org/10.1006/drev.2000.0524Google Scholar
Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132, 3372. https://doi.org/10.1037/0033-2909.132.1.33Google Scholar
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 4451. https://doi.org/10.1037/a0038256Google Scholar
Golding, W. (1954). Lord of the flies. Faber and Faber.Google Scholar
Hastings, P. D., Zahn-Waxler, C., Robinson, J. L., Usher, B., & Bridges, D. (2000). The development of concern for others in children with behavior problems. Journal of Developmental and Behavioral Pediatrics, 36(1), 531546. https://doi.org/10.1037//0O121649.36.5.531Google Scholar
Hrdy, S. B. (2011). Mothers and others: The evolutionary origins of mutual understanding. Harvard University Press,.Google Scholar
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. A. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and environmental contributions. Emotion, 8(6), 737752. https://doi.org/10.1037/a0014179Google Scholar
MacLean, P. D. (1985). Brain evolution relating to family, play, and the separation call. Archives of General Psychiatry, 42(4), 405417. https://doi.org/10.1001/archpsyc.1985.01790270095011Google Scholar
Murphy, L. B. (1943). Social behavior and child personality. In Child behavior and development: A course of representative studies (pp. 345362). McGraw-Hill. https://doi.org/10.1037/10786-020Google Scholar
Paz, Y., Orlitsky, T., Roth-Hanania, R., Zahn-Waxler, C., & Davidov, M. (2020). Predicting externalizing behavior in toddlerhood from early individual differences in empathy. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.13247Google Scholar
Pinker, S. (2011). The better angels of our nature: Why violence has declined. Viking Books.Google Scholar
Preston, S. D. (2022). The altruistic urge: Why we’re driven to help others. Columbia University Press.Google Scholar
Rhee, S. H., Woodward, K., Corley, R. P., Du Pont, A., Friedman, N. P., Hewitt, J. K., Hink, L. K., Robinson, J., & Zahn-Waxler, C. (2021). The association between toddlerhood empathy deficits and antisocial personality disorder symptoms and psychopathy in adulthood. Development and Psychopathology, 33(1), 173183. https://doi.org/10.1017/S0954579419001676Google Scholar
Smith, A. (1759). The theory of moral sentiments. Printed for A. Millar, and A. Kincaid and J. Bell, in Edinburgh.Google Scholar
Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung, R. A. R., & Updegraff, J. A. (2000). Biobehavioral responses to stress in females: Tend-and-befriend, not fight-or-flight. Psychological Review, 107(3), 411429. https://doi.org/10.1037/0033-295X.107.3.411Google Scholar
Yarrow, M. R., Scott, P. M., & Waxler, C. Z. (1973). Learning concern for others. Developmental Psychology, 8(2), 240260. https://doi.org/10.1037/h0034159Google Scholar
Zahn-Waxler, C. (2019). A researcher who found herself: An interview. In Price, C. & Walle, E. (Eds.), Emotion researcher, ISRE’s sourcebook for research on emotion and affect. http://emotionresearcher.com/a-researcher-who-found-herself/Google Scholar
Zahn-Waxler, C., Cummings, E., & Iannotti, R. (Eds.) (1986). Altruism and aggression: Social and biological origins. Cambridge University Press.Google Scholar
Zahn-Waxler, C., Hollenbeck, B., & Radke-Yarrow, M. (1985). The origins of empathy and altruism. In Fox, M. W. & Mickley, L. D. (Eds.), Advances in animal welfare science 1984 (pp. 2141). Springer Netherlands.Google Scholar
Zahn-Waxler, C., & Radke-Yarrow, M. (1982). The development of altruism: Alternative research strategies. In Eisenberg-Berg, N. (Ed.), The development of prosocial behavior (pp. 109137). Academic Press.Google Scholar
Zahn-Waxler, C., Radke-Yarrow, M., & King, R. A. (1979). Child rearing and children’s prosocial initiations toward victims of distress. Child Development, 50(2), 319. https://doi.org/10.2307/1129406Google Scholar
Zahn-Waxler, C., Shirtcliff, E. A., & Marceau, K. (2008). Disorders of childhood and adolescence: Gender and psychopathology. Annual Review of Clinical Psychology, 4, 275303. https://doi.org/10.1146/annurev.clinpsy.3.022806.091358Google Scholar
Zahn-Waxler, C., & Van Hulle, C. (2011). Empathy, guilt, and depression: When caring for others becomes costly to children. In Oakley, B., Knafo, A., Mudhaven, G., & Wilson, D. S. (Eds.), Pathological altruism (pp. 243259). Oxford University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Applications
  • Edited by Tina Malti, University of Toronto, Maayan Davidov, The Hebrew University of Jerusalem
  • Book: The Cambridge Handbook of Prosociality
  • Online publication: 25 May 2023
  • Chapter DOI: https://doi.org/10.1017/9781108876681.029
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Applications
  • Edited by Tina Malti, University of Toronto, Maayan Davidov, The Hebrew University of Jerusalem
  • Book: The Cambridge Handbook of Prosociality
  • Online publication: 25 May 2023
  • Chapter DOI: https://doi.org/10.1017/9781108876681.029
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Applications
  • Edited by Tina Malti, University of Toronto, Maayan Davidov, The Hebrew University of Jerusalem
  • Book: The Cambridge Handbook of Prosociality
  • Online publication: 25 May 2023
  • Chapter DOI: https://doi.org/10.1017/9781108876681.029
Available formats
×