The Game Of Risk Factors And Protective Factors In The Growth Of Youth

In this paper, the concepts and methods of the positive development used to cultivate the holistic development of junior high school students, aimed at summing up the positive youth development plan in a pilot school in Shanghai to promote the initial practical experience, to test the effects of the positive youth development and to amend the scope of application of the plan; It is conducive to promoting the theoretical concepts and the methods of youth development academic research, for research to improve the analysis of the youth development with more important inspiration; In practice, it will help enrich and improve youth holistic development cultivation system, and it is more effective in helping young people increase the protective factors of the youth development, and at the same time reduce the potential risk factors.The perspective of this article is to promote the holistic development of the junior high school students with the vision of social work, using the analysis model of risk-protection factors to explore the concepts and methods of positive youth development used in the field of junior high school students' holistic development and discuss the possibility and feasibility of the plan.The research methods of this paper are literature research method and action research method, through a phased development plan regularly to assess the implementation of the plan's feedback, using the questionnaire to collect measurements of the program's quantitative feedback and using two independent samples of non-parametric test of statistical method to assess the effectiveness of positive youth development program.The conclusions of this article: the adoption of action research to promote the positive youth development come after an assessment of the effectiveness: The positive development program at the personal level can significantly increase cognitive competence, emotional competence and behavioral competence of the test junior high school students; At the peer level can significantly increase the bonding with the faithful friends, social competence and the ability to recognize positive behavior of the test junior high school students; At the school level can significantly increase the bonding with teachers, the ability to participate in collective life, the ability to comply with the school system and the ability to participate in public welfare activities of the test junior high school students; The development of personal, peer and school level contribute to the promotion of the realization of holistic development of the junior high school students.This article consists of five parts: the first part focusing on the goal, content, significance, characteristics and actions to promote the process of the positive youth development; the second part to assess the effectiveness of individual level of positive youth development from the cognitive competence, behavioral competence, emotional competence and other six aspects; the third part to assess the effectiveness of peer level of positive youth development from the social competence, the ability to recognize positive behavior and other three aspects; the fourth part to assess the effectiveness of school level of positive youth development from the moral competence, school performance, learning satisfaction and other five aspects; the fifth part to assess the comprehensive effectiveness of the individual, peer and school level of the positive youth development, in order to evaluate the effectiveness of positive development program in promoting the holistic development of junior high school students.