the power of assets pdf search institute

First posited in 1990, and refined in 1995 ( Benson, 2006), the model was designed to give greater attention “to the positive developmental nutrients that young people need for successful development” ( Benson et al., 2011, p.198). Search Institute’s Developmental Assets framework constitutes one of this models. In this field, increasing attention has been directed toward factors that benefit healthy youth development, which led to the emergence of models centering attention on the strengths, resources, and positive experiences of youth and their developmental contexts, seeking thus to conceptualize a positive development in adolescence ( Eccles and Gootman, 2002 Damon, 2004 Hamilton et al., 2004 Small and Memmo, 2004 Lerner et al., 2006). Positive Youth Development represents a sea change in psychological theory and research ( Damon, 2004) that focuses on: a kind of development that fosters positive outcomes the nature of the youth (with emphasis on the inherent capacity of all youth for positive growth and development) and the identification of his/her developmental strengths (i.e., positive attitudes, skills, competences, and values that enhance healthy developmental trajectories) and developmental contexts, i.e., interactions with family, school, neighborhood, and societal contexts that provides support, opportunities, and resources ( Benson et al., 2006). The present findings suggest the applicability and utility of the framework as a strategy to foster positive development in adolescence.Įmerging in the early 1990s, Positive Youth Development distinguish in the first half decade of the 21st century by shifting the focus from a deficit reduction and prevention paradigm to a strengths building approach, which aims at understanding what strengths, resources and experiences are important for successful youth development ( Damon, 2004 Benson et al., 2006 Duncan et al., 2007 Lerner and Steinberg, 2009 Bonell et al., 2016). The total regression model (Developmental Assets and demographic variables) explained 54% of the variance in Life Satisfaction results. Nine Developmental Assets emerged as independent and significant predictors of Life Satisfaction: Overall Self-esteem made the largest contribution, with Family Support, Planning and decision Making, Sense of Purpose, Positive Family Communication, Positive Values of Caring, Youth as Resources, School Engagement and Other Adult Relationships also yield significant predictability. Results suggest that the relationship between demographic variables and Life Satisfaction is weak, contributing modestly to the prediction of Life Satisfaction (2%). Stepwise regression was conducted to determine which Developmental Assets and demographic factors predict Life Satisfaction. Also, results suggest that the greater the experience of Developmental Assets, the greater the Life Satisfaction. Findings revealed that 32 of the 40 Developmental Assets configured in the model showed a statistically significant positive relationship with Life Satisfaction. The main effect of school grade on Life Satisfaction was not statistically significant.

Results show significant negative correlations between Life Satisfaction and age. Boys report significantly higher levels of Life Satisfaction than girls. Results indicate that 74% of the adolescents report their Life Satisfaction to be in the positive range.

Findings revealed that both external and internal Developmental Assets are experienced differently across gender, grade and age. A convenience sample of 503 Portuguese students was evaluated, mean age of 15.92 years ( SD = 1.17), 63% female gender. The purpose of this research was to explore the relationship between the experience of Developmental Assets and adolescent’s perception of Life Satisfaction. The concept of Developmental Assets links positive features of developmental ecologies with personal skills, competences and values in order to further the understanding of optimal development.

2Faculdade de Ciências Humanas e Sociais, Universidade Fernando Pessoa do Porto, Porto, Portugal.

1Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, Porto, Portugal.

The power of assets pdf search institute