Page 20 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 20
positive youth development in contexts
The Norwegian Context
With its individualistic culture, Norway emphasises values like personal
growth, caring for others and the environment, and equality (Hofstede,
2011). This holds political implications in which after-school activities and
economic support for families of children and youth are prioritised in
Norway. School is also mandatory in Norway and free for all children aged
6–16 years. Young people aged 16–19 years have the right to study at high
school for 3 years, and if a student does not have or cannot satisfactori-
ly benefit from the ordinary education at school, they are entitled to spe-
cial education regardless of the reason for the need (New in Norway, 2019).
The focus on the rights and welfare of young people is central in
Norwegian politics, with this having led to a strong youth policy in
Norway. This is seen in the child and youth protection act that recognis-
es young people as society’s children and the nation’s future (St.meld. nr.
40 [2001-2002], 2002). Moreover, the national youth policy from 2002 seeks
to support Norwegian youth through six priority areas: comprehensive
prevention work, education, activities in spare time and in the communi-
ty, support for children and youth with severe behavioural problems, fol-
low-up of young criminals, and knowledge and research (Youth Policy:
Norway, 2014). Youth work in Norway is decentralised to level of munici-
palities which are largely independent in their practical implementation of
child and youth policy (Bergan, 2017). In addition, as an ally of EU, Norway
has participated in the EU Youth Programme since 1994 and implement-
ed the Action Programme, which builds on the EU Youth Programme for
Non-Formal Learning (Bergan, 2017). The national focus and prioritisation
on youth policy is able to lead to an increase in the availability of resourc-
es/opportunities in Norwegian youth contexts.
The Present Study
Previous research on developmental assets has mainly taken place in the
USA, yet the research field is growing internationally. This enables research
on PYD and developmental assets to take cultural differences into account.
Consistent with Benson (2007), the asset-building community and as-
set-building society in youth contexts will determine the availability of de-
velopmental assets and thus the number of thriving indicators that young
people report. An asset-building community and asset-building society in-
dicate norms and behaviours as well as the programmes and policies that
nurture developmental assets in various youth contexts (Benson, 2007).
20
The Norwegian Context
With its individualistic culture, Norway emphasises values like personal
growth, caring for others and the environment, and equality (Hofstede,
2011). This holds political implications in which after-school activities and
economic support for families of children and youth are prioritised in
Norway. School is also mandatory in Norway and free for all children aged
6–16 years. Young people aged 16–19 years have the right to study at high
school for 3 years, and if a student does not have or cannot satisfactori-
ly benefit from the ordinary education at school, they are entitled to spe-
cial education regardless of the reason for the need (New in Norway, 2019).
The focus on the rights and welfare of young people is central in
Norwegian politics, with this having led to a strong youth policy in
Norway. This is seen in the child and youth protection act that recognis-
es young people as society’s children and the nation’s future (St.meld. nr.
40 [2001-2002], 2002). Moreover, the national youth policy from 2002 seeks
to support Norwegian youth through six priority areas: comprehensive
prevention work, education, activities in spare time and in the communi-
ty, support for children and youth with severe behavioural problems, fol-
low-up of young criminals, and knowledge and research (Youth Policy:
Norway, 2014). Youth work in Norway is decentralised to level of munici-
palities which are largely independent in their practical implementation of
child and youth policy (Bergan, 2017). In addition, as an ally of EU, Norway
has participated in the EU Youth Programme since 1994 and implement-
ed the Action Programme, which builds on the EU Youth Programme for
Non-Formal Learning (Bergan, 2017). The national focus and prioritisation
on youth policy is able to lead to an increase in the availability of resourc-
es/opportunities in Norwegian youth contexts.
The Present Study
Previous research on developmental assets has mainly taken place in the
USA, yet the research field is growing internationally. This enables research
on PYD and developmental assets to take cultural differences into account.
Consistent with Benson (2007), the asset-building community and as-
set-building society in youth contexts will determine the availability of de-
velopmental assets and thus the number of thriving indicators that young
people report. An asset-building community and asset-building society in-
dicate norms and behaviours as well as the programmes and policies that
nurture developmental assets in various youth contexts (Benson, 2007).
20
