Health Realization: A Principle-Based Psychology of Positive Youth Development

Child and Youth Care Forum volume 32, pages47–72(2003)Cite this article

Abstract

While we have numerous research-based programs for youth aimed at curbing drug use, violence, suicide, teen pregnancy, and delinquency, we lack a rigorous principle-based psychology of positive youth development. Instead of focusing on fixing what is assumed to be missing or broken in at-risk youth, we need a psychology grounded in fundamental causal principles that reveal clearly how such children and adolescents can become self-motivated, socially competent, compassionate, and psychologically vigorous adults. While the emerging field of positive psychology has attempted to shift the field's emphasis from understanding and treating youthful dysfunction to facilitating well-being and resiliency in young people, it lacks a principle-based foundation and continues to mistakenly endorse external causes of positive affect and prosocial behavior. This paper offers a unique, principle-based psychology of positive youth development commonly known as health realization (HR). The underlying principles of HR are delineated, contemporary research that supports its major assumptions cited, and the results of applied HR research with at-risk youth in clinical, educational, and community empowerment settings described.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

US$ 39.95

Tax calculation will be finalised during checkout.

References

  1. Agnew, R. (1985). Social control theory and delinquency: A longitudinal test. Criminology, 23, 47–61.

    Google Scholar 

  2. Ainsworth, M. D. (1982). Attachment, retrospect, and prospect. In C. M. Parkes & J. Stevenson (Eds.), The place of attachment in human behavior. London: Tavistock.

    Google Scholar 

  3. Antonovsky, A. (1979). Health, stress, and coping. San Francisco: Jossey-Bass.

    Google Scholar 

  4. Arendt, R., Cone, F.L., & Sroufe, A.L. (1979). Continuity of individual adaptation from infancy to kindergarten. A predictive study of ego-resiliency and curiosity of preschoolers. Child Development, 50, 950–959.

    Google Scholar 

  5. Bailey, J. (1990). The serenity principle. San Francisco: Harper & Row.

    Google Scholar 

  6. Bailey, J. (1989). New hope for depression: A study in neo-cognitive therapy. Paper presented at the Eighth Annual Psychology of Mind Conference. St. Petersburg, Florida.

  7. Bailey, J., Blevens, J. K., & Heath, C. (1988). Early results: A six-year post-hoc follow-up study of the long-term effectiveness of neo-cognitive psychotherapy. Paper presented at the Seventh Annual Psychology of Mind Conference. Coral Gables, Florida.

  8. Baltes, P.B., & Staudinger, U.M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122–131.

    Google Scholar 

  9. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44: 1175–1184.

    Google Scholar 

  10. Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Perspectives on Motivation. Lincoln: University of Nebraska Press.

    Google Scholar 

  11. Banks, S. (1983). Second chance. Tampa, FL: Duval Bibb Publishing Co.

    Google Scholar 

  12. Banks, S. (1989). In quest of the pearl. Tampa, FL: Duval Bibb Publishing Co.

    Google Scholar 

  13. Banks, S. (1998). The missing link. Vancouver, B.C.: Lone Pine Publishing.

    Google Scholar 

  14. Banks, S. (2001). The Enlightened Gardener, Vancouver, B.C.: Lone Pine Publishing.

    Google Scholar 

  15. Beck, A.T. (1991). Cognitive therapy: A 30-year retrospective. American Psychologist, 46, 368–375.

    Google Scholar 

  16. Benard, B. (1996). Musings II: Rethinking how we do prevention. Western Center News, March. Portland, OR: Western Regional Center for Drug-Free Schools and Communities.

    Google Scholar 

  17. Blevens, J., Bailey, J., Olson, P., & Mills, R. C. (1992). Treatment effects of neo-cognitive therapy: A formative evaluation. Paper prepared for the Foundation for the Advancement of Mental Health. Minneapolis, Minnesota.

  18. Block, J.H., & Block, J. (1980). The role of ego-control and ego-resiliency. In W.A. Collins (Ed.), TheMinnesota Symposium on Child Psychology: Vol. 13. Development of cognitive affect and social relations (pp. 39–101). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  19. Borg, M. B. (1997). The impact of training in the health realization model on affective states of psychological distress. Unpublished doctoral dissertation, California School of Professional Psychology. Los Angeles, CA.

  20. Burns, D. (1980). Feeling good: The new mood therapy. New York: Morrow.

    Google Scholar 

  21. Buss, D.M. (2000). The evolution of happiness. American Psychologist, 55, 15–23.

    Google Scholar 

  22. Carlson, R., & Bailey, J. (1999). Slowing down to the speed of life. San Francisco: Harper & Row.

    Google Scholar 

  23. Carver, C. S., & Schieir, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97, 19–35.

    Google Scholar 

  24. Cherry, A. (1992). Assessment of effectiveness using the informed families outcome evaluation systems. Miami Shores, FL: Barry University, School of Social Work.

    Google Scholar 

  25. Coombs, J., & Cooley, W. (1986). Dropouts: In high school and after high school. American Educational Research Journal. 5, 343–363.

    Google Scholar 

  26. Crystal, A., & Shuford, R. (1988). The efficacy of a neo-cognitive approach to positive psychological change. Advanced Human Studies Institute, Coral Gables, FL.

    Google Scholar 

  27. Csikszentmihalyi, M. (1990). Flow. San Francisco: Harper-Collins.

    Google Scholar 

  28. Csikszentmihalyi, M. (1999). If we are so rich, why aren't we happy? American Psychologist, 54, 821–827.

    Google Scholar 

  29. Curtis, B., Smith, R., & Small, F. (1979). Scrutinizing the skipper: A study of leadership behavior in the dugout. Journal of Applied Psychology, 64, 391–400.

    Google Scholar 

  30. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

    Google Scholar 

  31. Derogatis, L.R. (1977). SCL-90R: Administration, scoring and procedures manual I. Baltimore: Clinical Psychometrics Research.

    Google Scholar 

  32. Derogatis, L.R. (1983). Description and bibliography for the SCL-90R and other instrument of the psycho-pathology rating scale series. Baltimore: Clinical Psychometric Research.

    Google Scholar 

  33. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.

    Google Scholar 

  34. Diener, E. (2000). Subjective well-being. A science of happiness and a proposal for a national index. American Psychologist, 55, 34–43.

    Google Scholar 

  35. Dodge, K. A., & Frame, C. M. (1982). Social-cognitive biases and deficits in aggressive boys. Child Development, 53: 620–635.

    Google Scholar 

  36. Ekstrom, R.B., Gortz, M.E., Pollack, J.M., & Rock, D.A. (1986). Who drops out of school and why? Findings from a national study. Teacher's College Record, 87, 3, 356–373.

    Google Scholar 

  37. Ellis, A. (1962). Reason and emotion in psychotherapy. Seacaucus: Lyle Stuart.

    Google Scholar 

  38. Foley, E., & Warren, D. (1985). Dropout prevention: A first step: The story of New York City's implementation of education law 3602 (D) relating to attendance improvement and dropout prevention. New York: The Public Education Association.

    Google Scholar 

  39. Gadwa, K., & Griggs, S. A. (1985). The school dropout: Implications for counselors. The School Counselor, 33, 9–17.

    Google Scholar 

  40. Goleman, D. G. (1992). Emotional intelligence: Why it can matter more than I.Q. New York: Bantam Books.

    Google Scholar 

  41. Harter, S. (1988). The construction and conservation of the self: James and Cooley revisited. In D.K. Lapsley & R.C. Power (Eds.), Self, ego and identity: Integrative approaches. New York: Springer-Verlag.

    Google Scholar 

  42. Harter, S. (1990). Developmental differences in the nature of self-representations: Implications for the understanding, assessment, and treatment of maladaptive behavior, Cognitive Therapy and Research.

  43. Heath, S. B. (1991). “It's about winning!”: The language of knowledge in baseball. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 101–124), Washington D.C.: American Psychological Association.

    Google Scholar 

  44. Heath, S. B. (1994). The project of learning from the inner-city youth perspective. In F. A. Villarruel, & R. M. Lerner (Eds.). Promoting community-based programs for socialization and learning (New Directions for Child Development. Vol. 63, pp. 25–34). San Francisco: Jossey-Bass.

    Google Scholar 

  45. Heath, S. B. (1999). Dimensions of language development: Lessons from older children. In A. S. Masten (Ed.), Cultural processes in child development: TheMinnesota Symposium of Child Psychology (Vol. 29, pp. 59–75). Mahwah, NJ: Erlbaum.

    Google Scholar 

  46. Heath, C. Emiliano, S.Y., and Usagawa, S.K. (April, 1992). Project Mainstream Hawaii: Paper presented at the American Educational Research Association. San Francisco, CA.

  47. Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.

    Google Scholar 

  48. Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60, 573–602.

    Google Scholar 

  49. Jung, C. (1933). Modern man in search of a soul. New York: Harcourt.

    Google Scholar 

  50. Kelley, T. M. (1990). A neo-cognitive model of crime. Journal of Offender Rehabilitation, 16, 1–26.

    Google Scholar 

  51. Kelley, T. M. (1993a). Neo-cognitive learning theory: Implications for prevention and early intervention strategies with at-risk youth. Adolescence, 23, 439–460.

    Google Scholar 

  52. Kelley, T. M. (1993b). An advanced criminology based on Psychology of Mind. Journal of Offender Rehabilitation, 15, 173–190.

    Google Scholar 

  53. Kelley, T.M. (1993c). Crime and Psychology of Mind: A neo-cognitive view of delinquency. In G. Barak (Ed.), Varieties of criminology: Readings from a dynamic discipline (pp. 29–45). Westport, CT: Praeger.

    Google Scholar 

  54. Kelley, T. M. (1996). A critique of social bonding and control theory of delinquency using the principles of Psychology of Mind. Adolescence, 31(122), 321–337.

    Google Scholar 

  55. Kelley, T. M. (1997). Falling in love with life: A guide to EFFORTLESS happiness and inner peace. Rochester, MI: Breakthrough Press.

    Google Scholar 

  56. Kelley, T.M. (2001). The need for a principle-based positive psychology (comment). American Psychologist, 56, 1, 36–37.

    Google Scholar 

  57. Kelley, T. M., & Stack, S. (2000). Thought recognition, locus of control, and adolescent happiness. Adolescence, 35, 531–550.

    Google Scholar 

  58. Klein, H. A. (1977). Towards more effective behavioral programs for juvenile offenders. Federal Probation, 41, 45–56.

    Google Scholar 

  59. Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.

    Google Scholar 

  60. Larson, R.W., & Richards, M.H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418–443.

    Google Scholar 

  61. Maslow, A. (1971). The farthest reaches of human nature. New York: Viking.

    Google Scholar 

  62. McCombs, B.G. (1991). Metacognition and motivation for higher level thinking. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois.

  63. McCombs, B.G., Bland, C., & Shown, J. (1994). Neighbors making a difference: Community empowerment as a primary prevention strategy and foundation for collaborative partnerships: final report-executive summary, Mid-Continent Regional Educational Laboratory. Aurora, Colorado.

    Google Scholar 

  64. McCombs, B.L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51–69.

    Google Scholar 

  65. Mills, R.C. (1988). Modello early intervention project: Second quarterly report. Miami, Florida: Metro-Dade Department of Youth and Family Development, Bureau of Criminal Justice Assistance.

    Google Scholar 

  66. Mills, R.C. (Nov. 1989). MMPA Summary Progress Report: The Modello early intervention program. Metro-Miami Action Plan, Health & Human Services Sub-committee.

  67. Mills, R. C. (Jan. 1990a). The Modello-Homestead Gardens intervention program, summary progress report. Paper presented at the National Association of Counties. Miami, Florida.

  68. Mills, R. C. (1990b). Substance abuse, dropout, and delinquency prevention: The Modello / Homestead Gardens public housing project. Paper presented at the 9th Annual Conference on Psychology of Mind, St. Petersburg, FL.

  69. Mills, R. C. (Jan. 1990c). The Modello-Homestead Gardens intervention program, summary progress report. Paper presented at the National Association of Counties. Miami, Florida.

  70. Mills, R. C. (1992). The Psychology of Mind applied to substance abuse, dropout, and delinquency prevention: The Modello / Homestead Gardens intervention project. Paper presented at the Tenth Annual Conference of Psychology of Mind, St. Petersburg, Florida.

  71. Mills, R. C. (1995). Realizing mental health. New York: Sulzburger & Graham.

    Google Scholar 

  72. Mills, R.C. (1997). Psychology of Mind in prevention: Health Realization. In G. Pransky, The renaissance of psychology (pp. 205–229). New York: Sulzburger & Graham Publishing.

    Google Scholar 

  73. Mills, R. C. (2000). The understanding behind health realization, a principle-based psychology: Summary of clinical, prevention and community empowerment applications-documented outcomes. Long Beach, CA: Health Realization Institute.

    Google Scholar 

  74. Mills, R. C., Dunham, R.G., & Alpert, G. (1988a). Working with high-risk youth in prevention and early intervention programs: Toward a comprehensive wellness model. Adolescence, 23, 643–660.

    Google Scholar 

  75. Mills, R. C., & Pransky, G. (1993). Psychology of Mind: The basis for health realization. The founder's monograph. Paper presented at the 12th Annual Conference on Psychology of Mind, Burlington, VT.

  76. Mills, R. C., & Spittle, E. (1998). The health realization community empowerment primer. Long Beach, CA: Health Realization Institute.

    Google Scholar 

  77. Mills, R. C., & Spittle, E. (2000). The understanding behind health realization: A principle-based psychology. Long Beach, CA: Health Realization Institute.

    Google Scholar 

  78. Mills, R. C., & Spittle, E. (2001). The wisdom within. Renton, WA: Lone Pine Publishers.

    Google Scholar 

  79. Myers, D. G. (1992). The pursuit of happiness: Discovering the pathway to fulfillment, well-being, and enduring personal joy. New York: Avon Books.

    Google Scholar 

  80. Myers, D. G. (2000). The funds, friends, and faith of happy people. American Psychologist, 55, 56–57.

    Google Scholar 

  81. O'Conner, O. (1985). Dropout prevention programs that work. Oregon School Study Council Bulletin, 29, 7–13.

    Google Scholar 

  82. Oden, S. (1995). Studying youth programs to assess influences on youth development. New roles for researchers. Journal of Adolescent Research, 10, 173–186.

    Google Scholar 

  83. O.M.G., Inc. (1994). Final annual assessment report: Comprehensive community revitalization program. Philadelphia, Pennsylvania.

  84. Patterson, G. R., Chamberlain, P., & Reid, J. B. (1982). A comparative evaluation of a parent training program. Behavior Therapy, 13, 638–650.

    Google Scholar 

  85. Peck, N., Law, A., & Mills, R. C. (1987). Dropout prevention: What we have learned. Coral Gables, FL: University of Miami, Center for Dropout Prevention.

    Google Scholar 

  86. Phillips, E.L. (1968). Achievement Place: Token reinforcement procedures in a homestyle rehabilitation setting for pre-delinquent boys. Journal of Applied Behavior Analysis, 1, 213.

    Google Scholar 

  87. Pransky, G. (1990). The relationship handbook. Blue Ridge Summit, PA: TPB Books.

    Google Scholar 

  88. Pransky, J. (1991). Prevention: the critical need. Springfield, MO: Burrell Foundation.

    Google Scholar 

  89. Pransky, J. (1994). Can prevention be moved to a higher plane? New designs for youth development. Tucson, Arizona: Development Associates.

    Google Scholar 

  90. Pransky, G. (1997). The renaissance of psychology. New York: Sulzburger & Graham Publishing.

    Google Scholar 

  91. Pransky, J. (1998). Modello: An inside-out model of prevention and resiliency in action through health realization. Cabot, Vermont: NEHRI Publications.

    Google Scholar 

  92. Pransky, J. (1999). The experience of participants after health realization training: A one-year follow-up phenomenological study. Unpublished doctoral dissertation, The Union Institute, Cabot, VT: NEIHRI Publications.

    Google Scholar 

  93. Pransky, J. & Carpenos, L. (2000). Healthy thinking/feeling/doing from the inside out. Brandon, VT: Safer Society Press.

    Google Scholar 

  94. Reckless, W. (1967). The crime problem. New York: Appleton-Century Crofts.

    Google Scholar 

  95. Ringold, C. (1992). Changing hearts, changing minds: The usefulness of psychology of mind in the treatment of paranoid schizophrenia-two case studies. Unpublished doctoral dissertation. Minnesota School of Professional Psychology.

  96. Roe, J., & Bowser, B. (1993). Health Realization/community empowerment project: Evaluation of First Year Activities. Submitted to East Bay Community Recovery Project.

  97. Rutherford, R.B. (1975). Establishing behavioral contracts with delinquent adolescents. Federal Probation, 39, 29.

    Google Scholar 

  98. Salovey, P., Rothman, A.J., Detweiler, J.B., & Steward, W.T. (2000). Emotional states and physical health. American Psychologist, 55, 110–121.

    Google Scholar 

  99. Samenow, S. (1984). Inside the criminal mind. New York: Times Books.

    Google Scholar 

  100. Schieir, M.F., & Carver, C.S. (1987). Dispositional optimism and physical well-being: The influence of generalized outcome expectancies on health. Journal of Personality, 55, 169–210.

    Google Scholar 

  101. Sedgeman, J. (1997). Teaching the Principles: The beauty of simplicity. Paper presented at the 16th Annual Conference on Psychology of Mind, Oahu, Hawaii.

  102. Seeman, J. (1989). Toward a model of positive health. American Psychologist, 44, 1099–1109.

    Google Scholar 

  103. Seligman, M. E. P. (1991). Learned optimism. New York: Random House.

    Google Scholar 

  104. Seligman, M. E. P. (1998a). Positive social science. APA Monitor, 29, April.

  105. Seligman, M. E. P. (1998b). Learned optimism: How to change your mind and your life. New York: Simon & Schuster.

    Google Scholar 

  106. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.

    Google Scholar 

  107. Shuford, R. J. (1986). An exploratory study to determine the effectiveness of a neo-cognitive treatment approach when utilized in a clinical setting. Unpublished doctoral dissertation, University of Oregon. Eugene, Oregon.

    Google Scholar 

  108. Shuford, R., & Crystal, A. (1988). The efficacy of a neo-cognitive approach to psychotherapy. Paper presented at the Seventh Annual Conference on Psychology of Mind, Coral Gables, FL.

  109. Shure, M. D., & Spivak, G. (1982). Interpersonal problem solving in young children: Cognitive approach to prevention. American Journal of Community Psychology, 10, 42–59.

    Google Scholar 

  110. Skinner, B.F. (1971). Beyond freedom and dignity. New York: Knopf.

    Google Scholar 

  111. Small, F.L., Smith, R. E. Barnett, N. P., & Everett, J. J. (1993). Enhancement of children's self-esteem through social support training and youth sport coaches. Journal of Applied Psychology.

  112. Smith, R. E., & Small, F. L. (1990). Self-esteem and children's reactions to youth sport coaching behaviors: A field study of self-enhancement processes. Developmental Psychology, 26, 937–993.

    Google Scholar 

  113. Smith, R. E., & Small, F. L. (1997).Coaching the coaches: Youth sports as a scientific and applied behavioral setting. Current Directions in Psychological Science, 6, 16–21.

    Google Scholar 

  114. Smith, R. & Walters, J. (1978). Delinquent and non-delinquent males' perceptions of their fathers. Adolescence, 13, 21–28.

    Google Scholar 

  115. Sroufe, A., Egeland, B., & Erickson, M. (1983). The development consequence of different patterns of maltreatment. International Journal of Child Abuse and Neglect, 1, 459–469.

    Google Scholar 

  116. Sroufe, L.A. (1979). The coherence of individual development: early care, attachment, and subsequent development issues. American Psychologist, 34, 834–841.

    Google Scholar 

  117. Stern, D., Catterall, J., Ahadeff, D., & Ash, M. (eds.) (1985). Report to the California Policy Seminar on reducing the dropout rate in California. Berkeley: University of California, School of Education.

    Google Scholar 

  118. Stewart, C. (1987). The efficacy of a neo-cognitive psychology with DUI clients. Paper presented at the Annual Conference of the Florida Alcohol & Drug Abuse Association. Miami, Florida.

  119. Stewart, D. (1985). Affective states as the key variable in determining student mastery of basic reading skills. Paper presented at the Fourth Annual Conference on Psychology of Mind, Kahuku, HI.

  120. Suarez, E., Mills, R. C., & Stewart, D. (1987). Sanity, insanity, and common sense. New York: Ballantine Books.

    Google Scholar 

  121. Sutherland, E. (1939). Principles of criminology. Philadelphia: J.B. Lippincott.

    Google Scholar 

  122. Sykes, F., & Matza, D. (1957). Techniques of neutralization: A theory of delinquency. American Sociological Review, 22, 664–670.

    Google Scholar 

  123. Taylor, S.E., Kemeny, M.E., Reed, G.M., Bower, J.E., & Gruenewald, T.L. (2000). Psychological resources, positive illusions, and health. American Psychologist, 55, 99–109.

    Google Scholar 

  124. Terman, C.M. (1939). The gifted student and his academic environment. School and Society, 49, 65–73.

    Google Scholar 

  125. Thomas, R. (1993). Toward a seamless approach to human problems. Unpublished master's thesis. Goddard University, Plainfield, VT.

    Google Scholar 

  126. Vaillant, G.E. (2000). Adoptive mental mechanisms: Their role in a positive psychology. American Psychologist, 55, 89–98.

    Google Scholar 

  127. Walters, G.D., & White, T.W. (1989). The thinking criminal: A cognitive model of lifestyle criminality. Criminal Justice Research Bulletin, 4 (4), 1–9.

    Google Scholar 

  128. Watson, J. (1928). Psychological care of infant and child. New York: Norton.

    Google Scholar 

  129. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology. 82, 4, 616–622.

    Google Scholar 

  130. Weisman, M.M., & Bothwell, S. (1976). Assessment of social adjustment by patient selfreport. Archives of General Psychiatry, 33, 1111–1115.

    Google Scholar 

  131. Weisman, M.M., Bridgette, A., Prysoff, M.P., Thompson, W.D., Harding, P.S., & Myers, J.K. (1978). Social adjustment by self-report in a community sample and in psychiatric outpatients. The Journal of Nervous and Mental Disease, 166, 317–326.

    Google Scholar 

  132. Werner, E.E. (1989). High risk children in youth adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopyschiatry.

  133. Wilson, J. Q., & Herrnstein, R. (1985). Crime and human nature. New York: Simon and Schuster.

    Google Scholar 

Download references

Author information

Affiliations

  1. Department of Criminal Justice, Wayne State University, 2305 Faculty Administration Building, Detroit, MI, 48202

    Thomas M. Kelley

Authors
  1. Thomas M. Kelley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Thomas M. Kelley.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Kelley, T.M. Health Realization: A Principle-Based Psychology of Positive Youth Development. Child & Youth Care Forum 32, 47–72 (2003). https://doi.org/10.1023/A:1022257625454

Download citation

  • health realization
  • positive youth development
  • positive psychology
  • psychology of mind