Page 18 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 18
positive youth development in contexts
an environment that provides youth with a feeling of being valuable, safe
and respected); boundaries & expectations (i.e., clear rules and consequenc-
es for behaviour, good role models, as well as encouragement and expecta-
tions of responsible behaviour); and constructive use of time (i.e., the oppor-
tunity to interact with peers and adults in leisure activities and to learn new
skills). The assumption is that developmental assets increase the likelihood
of positive development and thriving among youth, although they can also
lower the likelihood of engaging in risk behaviours like substance abuse,
crime, and violence (Benson, 2007).
Within PYD, thriving is typically defined as an indicator of healthy
development in the absence of problematic behaviour and other signs of
pathology (Scales et al., 2000). Benson (2007) proposed eight indicators of
thriving: school success, leadership, valuing diversity, physical health, help-
ing others, delayed gratification, overcoming adversity, and resisting danger.
Specifically, these indicators reflect how much time youth spend at school
and youth organisations or activities, the desire to get to know people from
different ethnic backgrounds, motivation to do well at school, skills in
planning and decision-making, experience of personal control, and self-es-
teem. While developmental assets may be defined as the foundation the in-
dividual needs to thrive, thriving indicators are signs that the individual is
thriving (Benson & Scales, 2009). This shows whether young people have
enough resources that can contribute to thriving within a certain context.
Bronfenbrenner’s ecological model describes how the different con-
texts in which an individual is immersed affect their development
(Bronfenbrenner & Morris, 2006). Consistent with the model, an individu-
al dynamically interacts with several contexts in their micro-, meso-, exo-
and macrosystems. The current study mainly focuses on the micro- and
mesosystem (containing peers, family, and school), which are the contexts
the individual has direct contact with, and the interaction of these contexts.
The exo- and macrosystems refer to the larger community and national
contexts along with the programmes and policies that ensure the resourc-
es required for positive development. In line with the ecological model, the
assets are mostly visible in the micro- and mesosystems, making it easier
to assess and advance the development of young people’s positive qualities.
Developmental Assets and Thriving
The significant role played by developmental assets in thriving or positive
development was shown in earlier studies. In a study of first-year university
18
an environment that provides youth with a feeling of being valuable, safe
and respected); boundaries & expectations (i.e., clear rules and consequenc-
es for behaviour, good role models, as well as encouragement and expecta-
tions of responsible behaviour); and constructive use of time (i.e., the oppor-
tunity to interact with peers and adults in leisure activities and to learn new
skills). The assumption is that developmental assets increase the likelihood
of positive development and thriving among youth, although they can also
lower the likelihood of engaging in risk behaviours like substance abuse,
crime, and violence (Benson, 2007).
Within PYD, thriving is typically defined as an indicator of healthy
development in the absence of problematic behaviour and other signs of
pathology (Scales et al., 2000). Benson (2007) proposed eight indicators of
thriving: school success, leadership, valuing diversity, physical health, help-
ing others, delayed gratification, overcoming adversity, and resisting danger.
Specifically, these indicators reflect how much time youth spend at school
and youth organisations or activities, the desire to get to know people from
different ethnic backgrounds, motivation to do well at school, skills in
planning and decision-making, experience of personal control, and self-es-
teem. While developmental assets may be defined as the foundation the in-
dividual needs to thrive, thriving indicators are signs that the individual is
thriving (Benson & Scales, 2009). This shows whether young people have
enough resources that can contribute to thriving within a certain context.
Bronfenbrenner’s ecological model describes how the different con-
texts in which an individual is immersed affect their development
(Bronfenbrenner & Morris, 2006). Consistent with the model, an individu-
al dynamically interacts with several contexts in their micro-, meso-, exo-
and macrosystems. The current study mainly focuses on the micro- and
mesosystem (containing peers, family, and school), which are the contexts
the individual has direct contact with, and the interaction of these contexts.
The exo- and macrosystems refer to the larger community and national
contexts along with the programmes and policies that ensure the resourc-
es required for positive development. In line with the ecological model, the
assets are mostly visible in the micro- and mesosystems, making it easier
to assess and advance the development of young people’s positive qualities.
Developmental Assets and Thriving
The significant role played by developmental assets in thriving or positive
development was shown in earlier studies. In a study of first-year university
18
