Certificate in Positive Youth Development
Certificate in Positive Youth Development
The Certificate in Positive Youth Development equips professionals with an understanding of the theoretical, empirical and experiential bases of the Positive Youth Development (PYD) model. PYD offers an applied perspective to frame applications (programs and policies) for promoting positive development among youth living in diverse communities.
At a Glance
Curriculum
The curriculum benefits early-career and mid-career professional youth development leaders in agencies, institutions, schools, nonprofits, and community organizations that serve youth and may be completed in one year.
Requirements
- Courses: 4
- Credits: 12
| Course | Course Title | Credit |
|---|---|---|
| APSY6420 | Positive Youth Development Applied Developmental Science (ADS) uses research about human development to inform programs and policies pertinent to topics of social importance. Students will integrate readings about and class discussions of ADS theory and research with information about community-based programs. The focus of this class will be a discussion and analysis of the role of developmental research and, in particular from longitudinal research (for example, the 4-H Study of Positive Youth Development), in framing applications (programs and policies) for promoting positive development among youth. In addition to an overview of the theoretical models that are the bases of the PYD perspective, the course will present the work of researchers who have conducted applied developmental studies of adolescents and their ecological settings in order to advance understanding of how individuals and context are involved across the adolescent years in providing a basis for both healthy and problematic development. | 3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
| APSY8620 | Child and Family Social Policy Examines a range of social issues relevant to children and families and the social policies directed at such issues. Discusses policy creation, implementation and evaluation, and considers the roles of advocacy, research and politics. Addresses how current social policies impact children and families and compares U.S. policies to those in other industrialized countries. Likely topics include poverty, economic redistribution, work/family balance, early childhood education, educational reform, and other issues. The seminar aims to help students think critically about the political and empirical issues involved in assessing social issues and developing and evaluating social policies. | 3 |
Students will choose one of the following electives:
| Course | Course Title | Credit |
|---|---|---|
| APSY7404 | College Student Development An intensive introduction to student development, this course focuses on interdisciplinary theories of intellectual and psychosocial change among late adolescent and adult learners in post-secondary education. Research on student outcomes is also covered. Special attention is paid to the implications of ethnicity, age, gender, and other individual differences for the development of students. Course projects include individual and collaborative opportunities to relate theory to professional work with college students. | 3 |
| APSY7518 | Issues in Lifespan Development This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated. | 3 |
| APSY7528 | Multicultural Issues Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research. | 3 |
| EDUC6307 | Teachers & Education Reform Issues of school reform are constantly in the media--high-stakes testing, charter schools, the Common Core. At the heart of these reforms are teachers and the work they do with students in their classrooms. In this course, students look in-depth at the nature of teaching and learning in schools and classrooms. In particular, the course attends to issues and practices linked to current efforts at educational reform, approaching these matters through active inquiry and experiential enactment of such practices. Focused reflection is also a central component of this class. | 3 |
| ELHE7606 | Diversity in Higher Education The purpose of this course is to provide students with the opportunity to examine the theoretical scholarship and empirical research on race, class, and gender in American higher education. The course readings are interdisciplinary in nature and require students to identify research claims and their relationship to higher education practice and policy in the U.S. We explore such issues as admissions and affirmative action policy, sexual harassment, access, and financial aid practices. | 3 |
| ELHE7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. Topics include community schools/full service schools, parent involvement models, increasing the involvement of diverse families, grassroots organizing for community development, after school/OST (Out of School Time) programs, and school board-community relations. | 3 |
| ADSA8008 | Sport Psychology This graduate course explores the science and practice of sport and exercise psychology with two applied themes: sport-based youth development and sport for social justice. Course content will include individual factors such as personality, motivation, anxiety, exercise adherence, and addictive and unhealthy behaviors, as well as social and environmental factors such as group cohesion, coaching efficacy, parental influence, and character development. The course will challenge students to connect principles of sport and exercise psychology to sport-based youth development and sport for peace and social justice. Therefore, aspects of the course will also utilize a sociological/sociocultural lens. Discussions and assignments will explore practical implications for various applied psychology settings including schools, communities, and sport and recreation organizations. | 3 |
| APSY 7448 | Career Development This course provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential. | 3 |
Apply
PrintApplication & Deadlines
Apply Now
Applications are accepted on a rolling basis.
Resume
In addition to your academic history and relevant work experience, please include:
- Any teaching or counseling experience (including any licenses already held);
- Any social justice related experience;
- Any language skills other than English (especially Spanish language skills) and;
- Any research experience or publications
Personal Statement
To be uploaded to your online Application Form.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Transcripts
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214