Research Base

The Thriving Model is built upon a solid base of research, which includes the following:

• Arnold, M. E. (2018). From context to outcomes: Adolescent thriving in 4-H Youth Development Programs. Journal of Human Sciences and Extension, 6(1), 141-160.
• Arnold, M. E. (2017). Supporting adolescent exploration and commitment: Identity formation, thriving and positive youth development. Journal of Youth Development, 12(4), 1-15. DOI
• Arnold, M. E., & Silliman, B. (2017). From theory to practice: A critical review of positive youth development program frameworks. Journal of Youth Development, 12(2), 1-20. DOI
• Arnold, M. E., & Gagnon, R. J. (2019). Illuminating the process of youth development: The mediating effect of thriving on youth development program outcomes. Journal of Human Sciences and Extension, 7(3), 24-51.
• Arnold, M. E. (2018). From Context to outcomes: A thriving model for 4-H Youth Development Programs. Journal of Human Sciences and Extension, 6(1), 141-160.
• Benson, P. L. & Scales, P. C. (2009). The definition and preliminary measurement of thriving in adolescence. Journal of Positive Psychology, 4(1), 95-104.
• Benson, P. L., & Scales, P. C. (2011). Thriving and sparks. In R. J. R Leveque (Ed.), Encyclopedia of Adoles-cence(pp. 2963-2976). New York: Springer.
• Catalano, F., Berglund, M. L., Ryan J. A. M., Lonczak, H. S., Hawkins, J. D., (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5, 1-111.
• Eccles, J., & Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington DC: National Academy Press.
• Lerner, R. M., Dowling, E. M., & Anderson, P. M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7(3), 172-180.
• Li, J., & Julian, M. M. (2012). Developmental relationships as an active ingredient: A unifying working hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry, 82(20), 157-166).
• Radhakrishna, R. & Ewing, J. C. (2011). Relationships between 4-H volunteer leader competencies and skills youth learn in 4-H programs. (PDF) Journal of Extension [On-line], 49(4). Article 4RIB2.
• Roehlkepartain, E. C., Pekel, K., Syvertsen, A. K., Sethi, J., Sullivan, T., K., 7 Scales, P. C. (2017). Relationships first: Creating connections that help young people thrive. Minneapolis, MN: Search Institute.
• Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94-111.
• Scales, P. C., Benson, P. L., & Roehlkepartain, E. C. (2011). Adolescent thriving: The role of sparks, relation-ships, and empowerment. Journal of Youth and Adolescence, 40, 263-277.
• DesRoches, A., & Willoughby, T. (2014). Bidirectional associations between valued activities and adolescent positive adjustment in a longitudinal study: Positive mood as a mediator. (PDF) Journal of youth and adolescence, 43(2), 208-220.

In 4-H, Positive Youth Development is the idea that all youth have potential for bright futures. With opportunities to discover their sparks, and positive networks of youth and adults to assist them, 4-H helps youth thrive. The 4-H Thriving Model helps us understand how positive youth development works, and the power of youth makes 4-H the largest youth development organization in the world.