In particular, school influence till on prosocial norms tends to receive very little attention. It will be interesting to examine school policies, systems of discipline, and commendations that may play a role in shaping prosocial norms and behavior. To obtain a bigger picture of social influence on prosocial norms, some studies can gear towards examining how prosocial norms are transmitted or inhibited through the media, movies and videos, internet, or (and) popular youth culture.Last but not least, there have been few studies on the effectiveness of specific interventions in youth programs on prosocial norms. Specifically, the training of empathy, perspective taking, prosocial reasoning, and classes on social responsibility has been popular recommendations for enhancing the prosocial development.

How can these abilities be taught in schools or youth development activities? It will also be interesting to examine how e-learning may be used in teaching prosocial norms. Reviewing the latest evidence, some researchers suggest that prosocial video games can be effective in shaping prosocial norms and behavior [51]. When young people are becoming more and more engaged with the internet, is it possible to teach prosocial norms through this medium?7. ConclusionProsocial norms like reciprocity, social responsibility, altruism, and volunteerism are ethical standards and beliefs that youth development programs often desire to enhance. This paper shows that most of the current theories in prosocial development focus on prosocial behavior rather than on prosocial norms.

It is clear from the theories that there are multifaceted influences on the prosocial development, but few theories address the issue of Batimastat how prosocial norms (in form of feelings of moral obligations) may be deactivated by a norm of self-interest, when prosocial acts appear to be necessary. More theoretical development is needed, and new social cognitive theories of norm activation have the potential to provide some answers to these questions. This paper also highlights that we know very little on how young people perceive and receive prosocial norms (e.g., social responsibility, altruism, etc.) on the school and peer influence on the prosocial development. Lastly, while training of interpersonal competence (e.g., empathy, moral reasoning, etc.) is commonly used in the youth development, their effectiveness is not systematically evaluated. It will also be intriguing to examine how computer and information technology or video games may be used in e-learning of prosocial norms.