Page 71 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 71
developmental assets and healthy lifestyles among spanish youth
are appropriate for examining differences in developmental assets by life-
styles (assessed using dichotomic items), further examination would ben-
efit from the use of multivariate regression-based analyses to study pos-
sible mediators and moderators, and from the design of a comprehensive
structural equation model. Finally, other variables should be controlled,
such as psychological adjustment and health conditions, personality traits
or self-regulation. Future research could address the prospective relation-
ships between developmental assets, lifestyles and physical/mental health
by controlling for self-regulation, personality and demographics.
Despite these limitations, the results of this research suggest some im-
plications for theory, policy and practice. Concerning the theoretical im-
plications, health promotion among young people should integrate the
construction of resilience with risk factors and the development of com-
petencies and assets (Guerra & Bradshaw, 2008). The design of interven-
tion programmes for young people must integrate the promotion of as-
sets to complement the classic view of adolescents and youth solely focused
on risks and vulnerabilities. Regarding policy, local policies designed to
prevent risk behaviours may be complemented with actions to strength-
en assets on both internal and external levels to make them more efficient.
Policies to promote health and well-being should follow an integrated and
positive conception of youth by considering both strengths and contextu-
al resources, and putting evidence-based interventions into practice. Some
implications for professional practice also arise from this study. Curran
and Wexler (2017) revised programmes to promote PYD from an educa-
tional context. Three categories of interventions were included, i.e. curric-
ulum-based, leadership development and student-based mentorship pro-
grammes. Regarding curriculum-based approaches, programmes were
focused on the development of social and emotional competencies. Taylor
et al. (2017) performed a meta-analysis of social and emotional learning
programmes to promote PYD, concluding that these interventions were
effective for improving a healthy developmental trajectory. In Spain, the
Happy Classrooms Programme is a good example of intervention in pos-
itive education that has proven its effectiveness in building adolescents’
character strengths (Arguis et al. 2010). As regards programmes focused
on leadership and mentoring, one example is Portugal’s Dream teens pro-
ject aimed at promoting social participation and PYD (Branquinho et al.,
2020). The authors conducted a participatory action-research programme
which presented positive effects on personal development, feelings of social
71
are appropriate for examining differences in developmental assets by life-
styles (assessed using dichotomic items), further examination would ben-
efit from the use of multivariate regression-based analyses to study pos-
sible mediators and moderators, and from the design of a comprehensive
structural equation model. Finally, other variables should be controlled,
such as psychological adjustment and health conditions, personality traits
or self-regulation. Future research could address the prospective relation-
ships between developmental assets, lifestyles and physical/mental health
by controlling for self-regulation, personality and demographics.
Despite these limitations, the results of this research suggest some im-
plications for theory, policy and practice. Concerning the theoretical im-
plications, health promotion among young people should integrate the
construction of resilience with risk factors and the development of com-
petencies and assets (Guerra & Bradshaw, 2008). The design of interven-
tion programmes for young people must integrate the promotion of as-
sets to complement the classic view of adolescents and youth solely focused
on risks and vulnerabilities. Regarding policy, local policies designed to
prevent risk behaviours may be complemented with actions to strength-
en assets on both internal and external levels to make them more efficient.
Policies to promote health and well-being should follow an integrated and
positive conception of youth by considering both strengths and contextu-
al resources, and putting evidence-based interventions into practice. Some
implications for professional practice also arise from this study. Curran
and Wexler (2017) revised programmes to promote PYD from an educa-
tional context. Three categories of interventions were included, i.e. curric-
ulum-based, leadership development and student-based mentorship pro-
grammes. Regarding curriculum-based approaches, programmes were
focused on the development of social and emotional competencies. Taylor
et al. (2017) performed a meta-analysis of social and emotional learning
programmes to promote PYD, concluding that these interventions were
effective for improving a healthy developmental trajectory. In Spain, the
Happy Classrooms Programme is a good example of intervention in pos-
itive education that has proven its effectiveness in building adolescents’
character strengths (Arguis et al. 2010). As regards programmes focused
on leadership and mentoring, one example is Portugal’s Dream teens pro-
ject aimed at promoting social participation and PYD (Branquinho et al.,
2020). The authors conducted a participatory action-research programme
which presented positive effects on personal development, feelings of social
71
