Page 84 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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urs on both sides – individual and context – positive youth development
takes place (Lerner, Bowers, Geldof, Gestdottir, & DeSouza, 2012). The basic
idea is that youth will develop positively when their strengths are aligned
with the resources existing in their ecology. Positive outcomes (e.g. a posi-
tive self-concept) will be more probable and risky behaviour (e.g. ESL) less
frequent. The question then is how to boost individual strengths and eco-
logical assets so as to increase the likelihood the young person will become
productive (including academically productive).
Figure 3. Relational developmental model: The role of academic achievement and local
community (Adapted from Lerner et al., 2005)
The positive youth development perspective (Lerner, 2007) proposes a
model in which positive development is operationalised through the 5Cs:
competence, confidence, character, connection and caring (Lerner et al.,
2012). The 5Cs model emphasises the strengths of adolescents (Bowers, Li,
Kiely, Brittian, Lerner, & Lerner, 2010) as a result of positive interactions
between individual characteristics and context (including the local com-
munity). The process is outlined in the figure above.
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takes place (Lerner, Bowers, Geldof, Gestdottir, & DeSouza, 2012). The basic
idea is that youth will develop positively when their strengths are aligned
with the resources existing in their ecology. Positive outcomes (e.g. a posi-
tive self-concept) will be more probable and risky behaviour (e.g. ESL) less
frequent. The question then is how to boost individual strengths and eco-
logical assets so as to increase the likelihood the young person will become
productive (including academically productive).
Figure 3. Relational developmental model: The role of academic achievement and local
community (Adapted from Lerner et al., 2005)
The positive youth development perspective (Lerner, 2007) proposes a
model in which positive development is operationalised through the 5Cs:
competence, confidence, character, connection and caring (Lerner et al.,
2012). The 5Cs model emphasises the strengths of adolescents (Bowers, Li,
Kiely, Brittian, Lerner, & Lerner, 2010) as a result of positive interactions
between individual characteristics and context (including the local com-
munity). The process is outlined in the figure above.
84
