Positive Youth Development

  Information for Families
  Information for YSO
  Information for Schools
  Information for Communities
  Information for Policy

What is Positive Youth Development?

Positive Youth Development (PYD) refers to a philosophy about working with young people that is useful in guiding adults’ interactions with youth as well as in the structuring of services, systems, and activities. The major goal of a PYD approach is to help young people acquire the knowledge and develop the skills they need to become healthy, responsible, productive, and happy adults. This approach tries to use opportunities presented by adolescents’ developing cognitive, physical, and social abilities to influence their attitudes, behaviors, and self concept (Grantmakers in Health, 2002). PYD builds on strengths rather than focusing on problems and stresses the importance of nurturing and promoting the unique talents of all youth. This approach recognizes that all youth need support and can benefit from healthy decision-making and critical thinking skills and from strengthening connections with families, peers, schools, and communities. This perspective is based on the assumption that all youth can thrive with appropriate information, support, and opportunities. PYD does not assume that youth who are seemingly without problems are necessarily equipped with the skills and knowledge they need to navigate the adult world. In other words, “problem free is not fully prepared “ (Pittman, Irby, Tolman, Yohalem, & Ferber, 2003). PYD also takes the position that “fully prepared is not fully engaged” acknowledging that youth may need sensitive support in learning how to apply their knowledge and talents in a meaningful, constructive, and collaborative manner (Pittman, Irby, Tolman, Yohalem, & Ferber).

How does PYD differ from other approaches to working with youth?

Traditional approaches to working with youth have either focused on reducing deficits (risk-reduction models) or building strengths as a reaction to adverse circumstances (resiliency models). Central to both of these models is the focus on risk (Small, & Memmo, 2004). These traditional models often work to prevent problems one at a time, and frequently seem not to recognize the relationship among problem behaviors. Although it is true that some vulnerable youth need additional supports to thrive, PYD is universal, reinforcing the notion that development is an on-going process and that all youth benefit from challenging activities, supportive relationships with adults and peers, and opportunities to develop decision-making, problem-solving, and leadership skills (Hamilton, Hamilton, & Pittman, 2004). Instead of viewing youth as problems to be fixed, PYD principles ask that adults, institutions, communities, and policies support optimal youth development by recognizing and validating youth’s unique contributions and by creating opportunities and challenges that can empower youth (Roth & Brooks-Gunn, 2003).

An important aspect of a PYD approach is the central importance of including and engaging youth in important decisions that affect them and in planning for activities in which they are involved. This participatory engagement is seen to make programs more effective and responsive to the needs of youth; provide additional opportunities for youth to connect with caring adults; and contribute to the development of new skills and abilities (Hamilton & Hamilton, 2004). PYD encourages us to work with youth, not just for them (Swisher & Whitlock, 2004).

What are the goals of Positive Youth Development?

Positive Youth Development principles can be applied to families, organizations, schools, communities, and policies. Although the domains for employing PYD principles differ, the goals do not. Often referred to as the 5 C’s, the goals of PYD are as follows: (Pittman, Irby, Tolman, Yohalem, & Ferber, 2003).

• Enhance social, emotional, cognitive, and vocational competence.
• Improve self-esteem, self-confidence, and self-efficacy
• Build and strengthen connections with other people and institutions
• Enhance character development through increased self-control, decreased involvement in risky behaviors, and respect for society’s rules
• Increase capacity for caring through empathy and identification with others.

_____________________________________________________________________

This White Paper on Positive Youth Development was prepared by Gretchen Bean, MA. Abby Winzeler, and Kristine Baber, PhD.

This White Paper was made possible, in part, through a grant from the NH Charitable Foundation- Madison Fund

References
• Grantmakers in Health. (2002). Positive youth development: A pathway to healthy teens. Washington, DC. Grantmakers in Health.
• Hamilton, S., Hamilton, M., & Pittman, K. (2004). Principle for youth development. In S. Hamilton & M. Hamilton (Eds.) The Youth development handbook. (pg. 3-22). Thousand Oaks, CA. Sage.
• Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2003). Preventing Problems, Promoting Development, Encouraging Engagement: Competing Priorities or Inseparable Goals? Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc. Retreived May 31, 2005 from http://www.forumfyi.org/Files/PPE.pdf.
• Roth, J., & Brooks-Gunn, J. (2003). Youth development programs; Risk, prevention and policy. Journal of Adolescent health. 32. 170-182
• Small, S., & Memmo, M. (2004). Contemporary models of youth development and problem prevention: Toward an integration of terms, concepts, and models. Family Relations. 53. 3-11
• Swisher, R., & Whitlock, J. (2004). How communities matter for youth development. In S. Hamilton & M. Hamilton (Eds.) The Youth development handbook. (pg. 216-238). Thousand Oaks, CA. Sage.

University of New Hampshire - Pettee Hall - 55 College Road - Durham, NH 03824 8/5/09