Positive youth development: Between theory and practice
Barbara Poredoš - barbara.poredos@gmail.com
Relational developmental systems have been gaining prominence at large since they correspond to adolescents’ deepest desires and needs. Their connection is seen in Bronfenbrenner’s ecological systems theory, Lerner’s developmental contextualism, and especially in the positive youth development theory. The latter is presented in more detail as the main objective of the following article. The positive youth development theory is also practically oriented, which is why it offers many models to follow in educational practice and research. The three well-known models: the 4-H model, the developmental assets framework, and the five Cs model, are presented alongside positive youth development programmes, and the role of adults in positive youth development. They are followed by future perspectives on research and educational implications.
Keywords
Positive youth development, 4-H model, developmental assets framework, five Cs model, education.