Page 10 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 10
positive youth development in contexts
that support young people’s positive development across different contexts
and subgroups, considering both international and Slovenian perspectives.
The book is divided into two sections: PYD in international contexts
and PYD across contexts in Slovenia. The first section (PYD in interna-
tional contexts) focuses on the interplay of developmental assets, the 5Cs,
and youth outcomes (e.g., thriving indicators, risky behaviours). The first
of the three chapters in this section written by Nag Delgado, Huang, and
Wiium (Positive Youth Development and Thriving in Norwegian Youth) in-
vestigates and endorses the importance of both internal and external de-
velopmental assets for Norwegian youth to thrive. Written by Uka, Musliu,
Mehmeti, Bajgora, and Isufi, the second chapter (The effects of the 5Cs and
Developmental Assets on Well-being and Satisfaction with Life among Youth
in Kosovo) explores and reports associations between the developmental as-
sets and the 5Cs as well as well-being and life satisfaction in Kosovo. The
section concludes with a contribution by Gomez-Baya, Martín-Gómez,
Branquinho, Tomé and Gaspar de Matos (Developmental Assets and
Healthy Lifestyles among Spanish Youth) that considers and confirms the
role played by developmental assets in risky behaviours and healthy lifestyle
among Spanish youth. Together, these three chapters contribute empirical
evidence regarding the importance of developmental assets and the 5Cs in
three European contexts. A review of PYD frameworks in the American
context postulates that the 5Cs model of PYD is the most empirically sup-
ported framework to date (Heck & Subramaniam, 2009). However, con-
cerns about the 5Cs model’s generalisability outside of the USA created a
need to explore the PYD perspective in non-US contexts, as often described
in the scientific literature (e.g., Koller & Verma, 2017). These three chapters
add to the generalisability of the PYD perspective since they are based on
three European contexts. Further, these contributions add theoretical and
practical value to the PYD perspective with comparable findings able to in-
form prevention and intervention programmes across countries and for a
range of young people.
The second section on PYD across contexts in Slovenia concentrates
on specific Slovenian contexts that may play an important role in positive
youth development. The six chapters in this section cover two important
contexts: the school context and the context of migration and language.
For the school context, Pivec’s chapter (Measuring Positive Youth
Development in Slovenia with a Focus on Gender and School-Level
Differences) introduces the Slovenian context by analysing gender and
10
that support young people’s positive development across different contexts
and subgroups, considering both international and Slovenian perspectives.
The book is divided into two sections: PYD in international contexts
and PYD across contexts in Slovenia. The first section (PYD in interna-
tional contexts) focuses on the interplay of developmental assets, the 5Cs,
and youth outcomes (e.g., thriving indicators, risky behaviours). The first
of the three chapters in this section written by Nag Delgado, Huang, and
Wiium (Positive Youth Development and Thriving in Norwegian Youth) in-
vestigates and endorses the importance of both internal and external de-
velopmental assets for Norwegian youth to thrive. Written by Uka, Musliu,
Mehmeti, Bajgora, and Isufi, the second chapter (The effects of the 5Cs and
Developmental Assets on Well-being and Satisfaction with Life among Youth
in Kosovo) explores and reports associations between the developmental as-
sets and the 5Cs as well as well-being and life satisfaction in Kosovo. The
section concludes with a contribution by Gomez-Baya, Martín-Gómez,
Branquinho, Tomé and Gaspar de Matos (Developmental Assets and
Healthy Lifestyles among Spanish Youth) that considers and confirms the
role played by developmental assets in risky behaviours and healthy lifestyle
among Spanish youth. Together, these three chapters contribute empirical
evidence regarding the importance of developmental assets and the 5Cs in
three European contexts. A review of PYD frameworks in the American
context postulates that the 5Cs model of PYD is the most empirically sup-
ported framework to date (Heck & Subramaniam, 2009). However, con-
cerns about the 5Cs model’s generalisability outside of the USA created a
need to explore the PYD perspective in non-US contexts, as often described
in the scientific literature (e.g., Koller & Verma, 2017). These three chapters
add to the generalisability of the PYD perspective since they are based on
three European contexts. Further, these contributions add theoretical and
practical value to the PYD perspective with comparable findings able to in-
form prevention and intervention programmes across countries and for a
range of young people.
The second section on PYD across contexts in Slovenia concentrates
on specific Slovenian contexts that may play an important role in positive
youth development. The six chapters in this section cover two important
contexts: the school context and the context of migration and language.
For the school context, Pivec’s chapter (Measuring Positive Youth
Development in Slovenia with a Focus on Gender and School-Level
Differences) introduces the Slovenian context by analysing gender and
10
