Fabulous question, but I'm not an expert. Are you asking for a neuroanatomical development answer, as this is highly relevant, or are there matters of the developing self within the context of culture, be it home culture, school culture, TV culture, and so on?

Please find attached journal articles.  A counselor once told me that a child/ adolescent's resiliency and positive behaviors is greatly influenced by the adults in their lives meeting the child/ adolescent's needs of security, nourishment, and comfort.  After these are met, then peer and social relationships affect the child/ adolescent's self-esteem and ability to maneuver life with ease.  Good luck!

One negative life event is being incarcerated. Research (The Relationship Between Detention Length, Living Group Climate, Coping, and Treatment Motivation Among Juvenile Delinquents in a Youth Correctional Facility

Van Der Helm, Peer ; Beunk, Lotte ; Stams, Geert-Jan ; Van Der Laan, Peter

The Prison Journal, 2014, Vol.94(2), pp.260-275) suggests that not the duration of the incarceration but the quality of the living group climate predicts an internal locus of control as an outcome measure.

I suggest rephrasing this, as "problem" is biased.  For example, "How do adolescents solve conflicts?"  Phrasing it that way is not biased.  Dr. White

I agree, an interesting question and much of this does relate to the resilience of the adolescent as well as whether the adolescent can make a connection with a 'significant other' who has a positive influence on their life.

You may want to search for an updated version of the book below.

Coleman J and Hagell A (Eds) (2007) Adolescence, Risk and Resilience: Against the Odds. West Sussex: Wiley.

IBSN 970-0-470-02502-4 (HB) 978-0-470--02503-1 (PB) 

We solve conflicts in the way we have found most useful - adolescents do the same. If I have found that the best way to do so is violence then that is what I use, if collaboration them that is my answer. The question becomes how might adolescents using anti-social conflict resolution find new ways to do so. This depends on how far they can learn to see the world differently create a new narrative. It is highly possible and our own research from some time ago shows that where you can do so you greatly reduce the consequences in the long term in areas such as reduced offending. I attach a recent article but suggest some further readings below.

Lane D A (1990) The Impossible Child Trentham Books - this is a detailed study of children seen as impossible to work with plus long term outcomes from interventions.

Miller A and Lane DA (1998) Silent Conspiracies has some good section on conflict resolution approaches.

Bruch M and Bond F Beyond Diagnosis Case Formulation in CBT Wiley look at chapter on Adolescent Boy.

Also try second edition of this by Michael Bruch 2015 with a different case study.

Attached a draft version of the chapter in Michael Brook. 

David Lane

thank you for such a great and supportive answer from all of you. i got something which is valuable idea for my research. actually i realize that less literature focusing on positive aspect of adolescent development which can tune the perspective of adolescent milestone. so that, i was really enthusiast to find out the positive aspect that adolescent have in a way to become happy along their developmental period. 

Here's a thought...

• The adolescent's prior experience with coping...is childhood.
• The adolescents motivation for internal control is similar to their motivation for accepting responsibility...not a priority, never has been.
• These are not faults, they are the reality of adolescent development. It is where we begin thinking about the nature of a mechanism that would encourage the motivation to accept responsibility... when there is no prior experience with accepting responsibility.

I made a board game once, that was literally the size of a gymnasium; which allowed a small group of at-risk adolescents to become the moving pieces. The board took them through different neighborhoods that required them to use critical thinking to respond to unique scenarios.

Their decisions led them into situations that reflected the potential implications of their choices. In essence, they had to experience the results of their own decision making. 

Efforts to avoid being responsible for their decisions resulted in even more compromising scenarios that altered their path in the game, created higher stakes, and introduced other twists (...just because)...in order to duplicate the unexpected turns in life.

Add parents and peers in the audience encouraging their decision making (typically resulting in wishing they had made up their own minds), and you have a fun evening, loaded with simulated experience learning.

Even though they all began at the same place,the game had several outcomes, one of which was 'college acceptance'. This endpoint had some pretty slick prizes donated by local businesses, appropriate for the college bound student.

Yes, it was a shameless, goal-directed effort to manipulate responsible decision making...noted.

But the contestants were highly motivated to trust their own judgement (internalize control).

Just a thought