Page 17 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 17
positive youth development and thriving in norwegian youth
and interests while also searching for their place in society. Since adoles-
cence is a period entailing many developmental changes, adolescents expe-
rience increased sensitivity to stressors (Steinberg, 2004). This makes ad-
olescence a particularly vulnerable period when young people depend on
receiving guidance and support from good role models in their immediate
context to develop healthy. Research has long focused on what is wrong or
missing in adolescents’ development, emphasising risk factors and how to
prevent them (Bowers et al., 2010; Scales et al., 2000). This deficit focus also
appears to have coloured society’s views and expectations of adolescents.
However, studies that consider the positive aspects of youth development
are gaining ground around the world. Early research has shown a link be-
tween developmental assets and thriving indicators in youth. We investi-
gate this link among Norwegian youth in the present study.
Positive Youth Development and Developmental Assets
One of the theoretical frameworks that has concentrated on young peo-
ple’s positive perspective is Positive Youth Development (PYD), a develop-
mental framework, which proposes that positive development is a function
of an active interaction between the youth and their contexts like home
and school (Lerner et al., 2011; Silbereisen & Lerner, 2007). This frame-
work states that positive development among young people can be support-
ed by developmental assets in five contexts – the individual, social, family,
school, and community (Benson et al., 2007). Thus, developmental assets
are the building blocks that young people need to grow into healthy, caring,
and responsible adults. In addition, the experience of the assets is supposed
to protect young people from engaging in risk behaviours (Benson, 2007).
There are 40 developmental assets in total, comprising 20 internal and
20 external assets (Benson, 2007). Internal assets, which reflect personal
skills, values and competencies, comprise four categories: commitment to
learning (i.e., understanding the importance of learning and believing in
one’s abilities); positive values (i.e., developing values that can facilitate good
life choices); social competencies (i.e., the ability to effectively interact with
others, make choices and master new situations); and positive identity (i.e.,
believing in self-value and feeling of having control over life). Similarly, ex-
ternal developmental assets, which are the positive experiences and quali-
ties that parents, the school, friends, and the local community contribute to
young people are divided into four categories: support (i.e., caring, appre-
ciation and acceptance from people in youth contexts); empowerment (i.e.,
17
and interests while also searching for their place in society. Since adoles-
cence is a period entailing many developmental changes, adolescents expe-
rience increased sensitivity to stressors (Steinberg, 2004). This makes ad-
olescence a particularly vulnerable period when young people depend on
receiving guidance and support from good role models in their immediate
context to develop healthy. Research has long focused on what is wrong or
missing in adolescents’ development, emphasising risk factors and how to
prevent them (Bowers et al., 2010; Scales et al., 2000). This deficit focus also
appears to have coloured society’s views and expectations of adolescents.
However, studies that consider the positive aspects of youth development
are gaining ground around the world. Early research has shown a link be-
tween developmental assets and thriving indicators in youth. We investi-
gate this link among Norwegian youth in the present study.
Positive Youth Development and Developmental Assets
One of the theoretical frameworks that has concentrated on young peo-
ple’s positive perspective is Positive Youth Development (PYD), a develop-
mental framework, which proposes that positive development is a function
of an active interaction between the youth and their contexts like home
and school (Lerner et al., 2011; Silbereisen & Lerner, 2007). This frame-
work states that positive development among young people can be support-
ed by developmental assets in five contexts – the individual, social, family,
school, and community (Benson et al., 2007). Thus, developmental assets
are the building blocks that young people need to grow into healthy, caring,
and responsible adults. In addition, the experience of the assets is supposed
to protect young people from engaging in risk behaviours (Benson, 2007).
There are 40 developmental assets in total, comprising 20 internal and
20 external assets (Benson, 2007). Internal assets, which reflect personal
skills, values and competencies, comprise four categories: commitment to
learning (i.e., understanding the importance of learning and believing in
one’s abilities); positive values (i.e., developing values that can facilitate good
life choices); social competencies (i.e., the ability to effectively interact with
others, make choices and master new situations); and positive identity (i.e.,
believing in self-value and feeling of having control over life). Similarly, ex-
ternal developmental assets, which are the positive experiences and quali-
ties that parents, the school, friends, and the local community contribute to
young people are divided into four categories: support (i.e., caring, appre-
ciation and acceptance from people in youth contexts); empowerment (i.e.,
17
