About the Institute: People

Edmond Bowers
Assistant Professor
Youth Development Leadership
College of Health, Education, and Human Development
Clemson University
408 Edwards Hall
Clemson, SC 29634
Phone: (864) 656-1983
Fax: (864) 656-1877
Email: edmondb@clemson.edu

My research interests are framed by the positive youth development (PYD) perspective. My research seeks to describe, explain, and optimize what goes right in the lives of children and adolescents. In particular, my primary research interest is on the influence of nonparental social supports (e.g., mentors, youth leaders, coaches, teachers, older peers) in promoting youth intentional self-regulation and the Five Cs of PYD (competence, confidence, connection, character, and caring). My work also considers the larger ecology (e.g., parents, neighborhoods) that may moderate these relations. Therefore, I have worked to 1. find the best ways to measure and describe these constructs; 2. explain how these constructs are related; and 3. collaborate with researchers and practitioners to design, implement, and evaluate programs and materials based on this work in diverse school- and community-based settings across the country.

I have been the Project Director of GPS to Success, an initiative funded by the Thrive Foundation for Youth to develop tools for mentors to promote self-regulation and the Five Cs in young people. I also serve as the Principal Investigator for the Arthur Interactive Media Study (AIMS). Funded by the John Templeton Foundation and Templeton Religion Trust, AIMS is a collaboration with media experts at WGBH to develop and evaluate a series of interactive graphic novels based on the Arthur (the aardvark) cartoon series. We will study how pairs of older-younger buddy pairs interactive with the novels and how these experiences might promote character and prosocial behavior in children and reduce incidences of bullying. Finally, I am also working with colleagues at Boston College and Tufts on another grant by the Templeton Religion Trust to examine the relations among role models, intentional self regulation, and character in adolescents.