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Contemporary theorists in social work are increasingly advocating for a reassessment of the prevention approach: to move away from a deficit focus and instead to concentrate on fostering each adolescent’s and young adult’s developmental potential in difficult life situations, to perceive clients not as individuals with limitations, but as those possessing untapped cognitive, physical, emotional, social, and spiritual capacities (Amodeo & Collins, 2007). One approach to addressing issues of child and family adversity is the Concept of Positive Youth Development (PYD), which was established to integrate young individuals with challenging life experiences into societal life and to facilitate the realization of their potential (Youngblade et al., 2007; Catalano et al., 2019).
POSITIVE YOUTH DEVELOPMENTPositive youth development represents an ecological model of human personal advancement, which takes into account not just intrapersonal factors but also the social environment and the influential role of interpersonal relationships in sculpting one’s success. The architect of this model, Urie Bronfenbrenner (Bronfenbrenner & Morris, 2007), underscores that development is not solely an inward process, but rather the outcome of reciprocal interactions between individuals and their evolving surroundings. Scholars, pedagogues, and psychologists working on the positive youth development model build upon the intricate and non-linear nature of human growth during adolescence and maturing adulthood, taking into account the integral bond between young individuals and the contexts and communities within which they mature.
When employing the PYD approach, specialists prioritize what already exists, focusing on each young person’s accessible social and psychological resources rather than their shortcomings, and engage in long-term development and planning rather than merely resolving the youth’s immediate issues (Amodeo & Collins, 2007).
The focus for professionals lies on the adult life skills that young individuals need to master and the characteristics the surrounding environment must embody to promote the flourishing of youth.
The positive youth development model comprises five types of skills (Bowers et al., 2010):
• Competence encompasses social, cognitive, academic, and vocational competencies;
• Confidence reflects the level of self-respect and perceived self-efficacy regarding oneself as a person, rather than based on specific traits;
• Connection can be described as the presence of positive relationships with individuals and societal institutions;
• Character means respect for societal and cultural standards and norms, adherence to behavioral norms, a sense of morality, and integrity;
• Caring represents the capacity for empathy and compassion towards others.
Additionally, the positive youth development model entails the establishment of a nurturing and protective environment for adolescents and youth navigating through challenging circumstances.
The components of such an environment, termed protective factors, are (Youngblade et al., 2007):
• Family support: positive youth development initiatives ought to involve and bolster the family, as it is an essential element for the protection and guidance of the young;
• Caring adults: The presence of supportive and compassionate adults in the lives of the youth is crucial for their affirmative development;
• Positive peer groups: programs should strive to immerse youth in constructive interactions with their peers and cultivate sustaining peer relationships;
• Supporting self-esteem and dignity: programs must assist youth in cultivating a robust sense of self-worth and elevated self-esteem, essential elements for their welfare and success;
• Engagement in educational and community endeavors: motivating young individuals to actively participate in school and community activities fosters their positive development;
• Opportunities for leadership and skill-building: PYD initiatives need to provide the young with opportunities to develop leadership abilities under the tutelage of caring adults;
• Physical and psychological safety and protection: establishing a tranquil and secure environment for the youth is a foundational aspect of their positive development;
• Emotional and moral backing: Programs are expected to provide emotional and moral support to the young, aiding them in confronting the challenges they encounter;
• Opportunities for decision-making and governance: granting young people the chance to make decisions, engage in leadership roles, and participate in governance as they mature.
Integrated PYD programs typically merge educational, voluntary, artistic, athletic, and various other activities to maximize the potential of youth (Taylor et al., 2017; Ciocanel et al., 2017). Positive youth development schemes center on accentuating the young’s strengths, talents, and interests, rather than on rectifying their deficiencies (Karakulak & Cüre-Acer, 2021; Lerner et al., 2005).
Figure 1. Overview of Case Work Methodology
Source: Borzov, 2020
Elements of the positive youth development concept can be infused into any program; there is no sole and definitive method for executing the PYD strategy (Waid & Uhrich, 2020).
Marian Amodeo and Mary Elizabeth Collins define the core qualities of programs based on the positive youth development concept in the following manner (Amodeo & Collins, 2007):
• Emphasis on strengths. The focus is on leveraging the resources of youth, rather than on addressing their issues;
• Collaboration. Youth are viewed as partners in the planning of their future;
• Community. Significant emphasis is placed on youth activism within the community and on their active participation in community-based institutions;
• Competency development. The goal is to acquire a broad spectrum of skills;
• Connectedness. Emphasis on personal and social connections, as well as establishing ties to community members;
• Identity. Understanding their identity and fostering a sense of belonging to their chosen groups is
