Youth-Nex Talks Archive
In addition to our Works in Progress Talks and National Conferences, each semester we invite scholars from outside the Curry School to discuss their research and scholarship. The following is an archive of talks.
Critical Youth Work Right Now!
Torie Weiston-Serdan, Youth Mentoring Action Network
October 17th 2018
Co-sponsored by Youth-Nex, the Virginia Mentoring Partnership, OAAA/GradSTAR Program, Office of Graduate & Postdoctoral Affairs Diversity Programs, and the Office for Diversity and Equity.
Abstract: Marginalized youth deserve equitable access to meaningful youth development experiences. But many of us are unsure of how to effectively meet their needs. We can be slow to recognize that the shifting landscape of youth work requires bold and sweeping action. We need to think about youth work in innovative ways that include critical analysis of how race, gender, class, and sexuality relate to our programming, goals, and outcomes. Self-work, including equity and diversity training, is necessary to transform youth work. Torie will lead us in a discussion of race theory, exploration of cultural competence and intersectionality, and a critical spatial analysis. She will also guide strategy-building and action steps that we can immediately apply to our specific youth work contexts.
A Developmental Perspective on Undocumented and Mixed-Family Status Children and Youth
Carola Suárez-Orozco, Ph.D., Professor of Human Development and Psychology at UCLA and co-founder of Re-Imagining Migration
January 26th 2018
Co-sponsored by the UVA Department of Psychology
Abstract: In the United States, 5.3 million children and adolescents are growing up either with unauthorized status or with at least one parent who has that status. Until recently, little research has provided a developmental lens on the implications of these statuses for youth development. Suárez-Orozco provided an overview of research evidence on multiple domains of development that may be affected by the child or parent’s unauthorized status. Further, she described the contextual and psychological mechanisms that may link these statuses to developmental outcomes. She concluded with recommendations for policy, practice, and research that are based on the evidence reviewed.
LGBTQ Youth Health & Resilience
Stephen T. Russell, Ph.D., Professor of Human Development and Family Sciences at UT Austin
September 22nd 2017
Co-sponsored by the UVA’s Department of Women, Gender & Sexuality, and UVA Engaged Youth Initiative
Abstract: LGBTQ issues and rights have emerged as a major public and political focus over the last decades. Most attention – both in public discourse and in scholarship – has been on the urgent vulnerabilities that characterize the lives of many LGBTQ youth and adults. Yet, in the context of important disparities that demand our attention, most LGBTQ youth grow up to be happy, contributing members of their communities. In this presentation Russell presented a collection of new studies that identifies and documents the role of structural, interpersonal, and personal resources that create and support resilience in the lives of LGBTQ young people. He considered the implications of these findings for efforts to create social change for social justice.
You Can't Say That: Teachers and Controversial Issues in American Schools
Jonathan Zimmerman, Ph.D., Professor of History of Education at University of Pennsylvania
September 28th 2017
Abstract: In 2003, during a fifth-grade current-events lesson about the United States’ newly begun war in Iraq, a student asked Indiana teacher Deborah Mayer if she had ever attended an anti-war protest. Mayer told the class that she had driven by such a protest a few days earlier, and had honked her horn in support. Her school board declined to renew Mayer's contract, noting that she had deviated from the board's approved curriculum. And four years later, a federal appeals court upheld the board's decision on similar grounds. Across the country, Mayer's defenders decried the apparent assault on her "academic freedom." But K-12 teachers in America have never enjoyed such freedom in a manner that university academicians would recognize. During wartime especially, school boards and courts have discouraged or blocked teachers from engaging their students in an open, critical dialogue about controversial ethical and political issues. Zimmerman’s talk explored these restrictions, the fate of the teachers who broached them, and the implications of this history for contemporary democracy.
Personalizing Youth Psychotherapy
John R. Weisz, Ph.D., ABPP, Professor of Psychology at Harvard University
October 13th 2017
Abstract: Five decades of research have produced scores of empirically tested treatments for youth mental health problems and disorders. These evidence-based treatments (EBTs), most focused on single disorders or problem domains (e.g., depressive disorders), have shown respectable effects in randomized controlled efficacy trials in which treatment conditions are optimized for research. However, the EBTs do not fare as well when compared to usual clinical care with clinically referred youths treated in everyday practice. One reason may be that referred youths are often more complex than the treatments designed to help them. Most young people referred for treatment have multiple problems and disorders, and their treatment needs may shift over time. This challenge may be addressed by flexible, personalizable, transdiagnostic intervention approaches. One example, the Child STEPs Model, uses a modular treatment protocol derived from the psychotherapy evidence base and guided by decision flowcharts. Navigation through treatment is informed by a web-based system that monitors each youth’s treatment response week-by-week. Multisite randomized trials of this system, applied to youths with anxiety, depression, and conduct problems, have shown STEPs outperforming both usual clinical care and standard EBTs, on measures of youth clinical symptoms and diagnosis. STEPs and related approaches may provide a bridge linking the rich evidence base of clinical science to the complexity of referred youths in everyday clinical care.
What Now? A Critical Conversation about Community Healing, Black Youth Engagement, Sociopolitical Context, and Policy
Workshop for Youth Act: Social Justice, Civic and Political Engagement
October 26th and 27th 2017
Facilitated by The Association of Black Psychologists (ABPsi) Student Circle
Abstract: This workshop will offer a healing space for all, yet will focus on the importance of an afrocentric approach, amplifying voices of Black students. So while also thinking about allies and collaboration (Jewish, LGBTQ, among others) we will focus on the roles of Black college students in activism on their campus and in their communities. We will also discuss strategies to engage in activism on campus, strategies to balance academic demands with social engagement, and we will emphasize the importance of engaging in self-care. We will provide a healing space centered on undoing the residual psychological effects of white terrorism and internalized oppression in Black communities; and provide recommendations to turn the feelings, thoughts, and insights into policy and action steps.
Getting Under the Skin: Exploring Physiological Indicators of Program Engagement in the Early Adolescent Coping Power Program
Jessika Bottiani, Ph.D., Research Assistant Professor of Education at the University of Virginia, Amanda Nguyen, Ph.D., Assistant Professor of Education at the University of Virginia, Elizabeth Bistrong, M.Ed., Doctoral Student at the University of Virginia, Catherine Bradshaw, Ph.D., Professor and the Associate Dean for Research and Faculty Development at the University of Virginia
November 16th 2017
Abstract: Advances in wearable technologies highlight the potential of physiological measures as an emerging, objective approach to assess youth engagement in preventive interventions; however, limited research has examined how discrete indicators of physiological arousal, such as heart rate variability and galvanic skin response, correspond to engagement. In this Youth-Nex Works-in-Progress talk, we will present initial study findings on how physiological measures of arousal corresponded with traditional measures of youth and clinician rated engagement across 10 sessions of Coping Power (Lochman & Wells, 2004), a school-based, indicated preventive intervention that targets youth with aggressive behavior problems using a clinician-facilitated, weekly small group format. Implications for the utility of physiological measures to assess youth engagement in preventive interventions, as well as challenges that arose in the preparation of these data for analysis, will be discussed.
The Science of Hope and Why it Matters for Children and Families in Poverty
Valerie Maholmes, Ph.D., CAS, National Institute of Child Health and Human Development
February 24th 2017
Abstract: Maholmes will review the factors that promote hope and resilience in poor children and families and will explore the focal question: "Are We Wired to Hope?" Case studies will be presented of individuals who experienced adverse events in childhood, but seem to fare well despite their circumstances. The session will conclude with a discussion on the "cost of resilience" and evidence-based strategies that help families manage the day-to-day complexities of their lives and achieve their most fundamental goal of providing a better life themselves and for their children.
Natural Mentoring Relationships: Why They Matter and What We Can Do To Encourage Their Formation
Noelle Hurd, Ph.D., Professor of Psychology at the University of Virginia
March 3rd 2017
Abstract: Using a resilience framework, my research to date has demonstrated the potential of natural mentoring relationships (i.e., naturally-occurring, supportive, intergenerational relationships between youth and nonparental adults) to influence positively the psychosocial outcomes of adolescents and emerging adults. This presentation will focus on current and future directions of my research. These directions are guided by the following primary research questions: 1) What are key moderating and mediating factors that determine the success of these relationships in promoting more positive developmental outcomes? 2) How do the broader contexts within which youth are situated influence the formation of natural mentoring relationships? and 3) How can we intervene to encourage the onset of natural mentoring relationships among youth who are lacking these supportive ties?
Natural Solutions To Tackling Behavior and Performance in Urban Schools
Abstract: The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of well-being outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
Enhancing the Social, Emotional, and Academic Learning of Preschool to High School Students Across the United States
Abstract: During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
No Longer Bogged Down: Examining the Effects of a Youth Sports-Based Job Training Program from a Capabilities Perspective
Erin Murphy-Graham, Ph.D., Associate Adjunct Professor, Graduate School of Education at the University of California, Berkeley
November 5th 2015
Abstract: Murphy-Graham will discuss findings from a mixed-methods randomized control study of the A Ganar program in Honduras, a country plagued by gang-related violence and one of the highest homicide rates in the world. The overall goal of A Ganar is to change the lives youth called ninis (because they neither work nor study, ni trabajan ni estudian) through their re-enrollment in the formal education system or by helping them to gain stable employment. A Ganar (which means “to win” or “to earn” in Spanish) is a youth workforce development program “wrapped up in a soccer ball.” In using the metaphor of sports, the program hopes to reach out to young men and women and instill a number of character skills including conscientiousness, sociability, and perseverance. Drawing upon the capability approach (Nussbaum, 2011) Murphy-Graham will explores the ways in which the program fosters central human capabilities, particularly affiliation, emotions, and play, and thereby enables program participants to feel that they are no longer “bogged down” (estancado). In light of new research stressing the connections between character skills and personal and social prosperity, this study hopes to contribute a deeper understanding of their importance.
Seven Fears and Countless Opportunities for Adolescents in the Digital World
Candice L. Odgers, Ph.D., Associate Professor of Public Policy, Psychology and Neuroscience and Associate Director of the Center for Child and Family Policy at Duke University
January 23rd 2015
VIDEO & SLIDES
Abstract: Many adults fear that adolescents’ seemingly constant interactions with their mobile devices are interfering with their ability to communicate, develop close friendships, and even sleep. Adolescents are indeed spending a great deal of time on their devices; 80% now own a mobile phone and send, on average, 50 text messages per day. But are mobile devices really ruining our kids? This lecture will evaluate the fears and opportunities surrounding adolescents’ use of new technologies and share findings from our research using mobile phones to track the daily experiences, emotions and behaviors of adolescents. The opportunities and challenges that mobile technologies present for youths, researchers, educators and parents will be discussed.
Youth Development in Physical Activity Contexts: Promoting Social, Psychological, and Physical Assets
Maureen R. Weiss, Ph.D., Professor in the School of Kinesiology, and Adjunct Professor in the Institute of Child Development, at the University of Minnesota
February 27th 2015
Abstract: Millions of children and adolescents participate in a variety of structured (organized sport, school physical education, motor development programs) and unstructured physical activities (play, recess, recreation). In my presentation I will summarize the knowledge base and share my line of research on physical activity as a context for promoting social, psychological, and physical assets and healthy outcomes. Using a positive youth development approach, I first discuss robust findings on social assets, including social relationships and moral development. Second, I review the evidence base on psychological assets, including self-perceptions, emotions, and motivational orientations. Third, I discuss the unique set of physical assets that can result from engaging in youth development programs, such as movement literacy, lifetime sport skills, physically active lifestyle, physical fitness, and physical health. Throughout, I translate research to offer evidence-based best practices for promoting positive youth development through physical activity. Finally I identify areas for future research that might provide more definitive evidence of the potential for sport and physical activity to promote positive youth development.
Unequal Childhoods, Unequal Adulthoods: Small Moments and Large Consequences
Annette Lareau, Ph.D., Professor of Sociology at the University of Pennsylvania
April 9th 2015
Co-sponsored by the U.Va. Field Methods Workshop, The Department of Sociology, the Curry School of Education, and Youth-Nex
Outcomes in Early Adulthood for Serious Adolescent Offenders
Edward Mulvey, Ph.D., Professor of Psychiatry and Director of the Law and Psychiatry Program at the University of Pittsburgh Medical School
February 28th 2014
Abstract: Mulvey discussed findings from the Pathways to Desistance study, a longitudinal project following 1,354 serious adolescent offenders for seven years after their appearance in court. We know that many adolescents greatly reduce their criminal offending as they make the transition into early adulthood. Yet we know very little about what developmental processes or system interventions promote more positive outcomes in this group during this time. The influence of a variety of factors was discussed such as findings about the role of institutional placement and service provision, employment, and perceptions of the legal system. Policy implications of the study findings to date were also discussed.
Learning the City: Early Experiences with Travel and the Development of the Cognitive Map
Andrew Mondschein, Ph.D., AICP, Assistant Professor of Urban and Environmental Planning at the University of Virginia School of Architecture
March 28th 2014
Abstract: Information about opportunities in the city – jobs, services, recreation, etc. – is acquired through everyday travel, yet we understand relatively little about cognitive maps are shaped by factors such as transit and auto use, walkability, and neighborhood character. Spatial learning is likely to be particularly important as children and adolescents build persistent relationships to different environments and types of travel. Early urban engagement and exploration could facilitate improved access to a range of opportunities over the long term, particularly for populations impeded by limited auto access and sparse nearby opportunities.
Punishment and the Adolescent Brain — The Role of Developmental Science in Recent U.S. Supreme Court Decisions About Juvenile Offenders
Laurence Steinberg, Ph.D., Distinguished Professor of Psychology at Temple University
October 17th 2013
Abstract: In the past eight years, the United States Supreme Court has issued landmark opinions in three cases that involved the imposition of harsh sentences on juveniles convicted of serious crimes. In these cases, the Court drew on scientific studies of adolescent brain and behavioral development in concluding that adolescents, by virtue of their inherent immaturity, are not as responsible for their behavior as adults. This lecture will discuss the Court’s rationale in these cases and the role that scientific evidence about adolescent development played in its decisions.