Positive youth development

Positive youth coding PYD programs are intentional to optimize youth developmental progress. Youth.gov states that "PYD is an intentional, prosocial approach that engages youth within their communities, schools, organizations, peer groups, together with families in a variety that is productive in addition to constructive; recognizes, utilizes, and enhances young people’s strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships, and furnishing the help needed to build on their direction strengths."

PYD differs from other approaches to youth in that it rejects an emphasis on trying to right what is considered wrong with children's behavior or development. Instead, youth development professionals clear up by the motto originally coined by Karen Pittman, "problem free is not fully prepared" as they work to grow youth into productive members of society. Moreover, seen through a PYD lens, young people are not regarded as "problems to be solved;" rather, they are seen as assets, allies, and agents of modify who construct much to contribute in solving the problems that impact them the most. programs and practitioners seek to empathize with, educate, and engage children in productive activities. Though the field is still growing, PYD has been used across the world to acknowledgment social divisions, such(a) as gender and ethnic differences.

Models of implementation

The key constructs of PYD returned above have been loosely accepted throughout the world with some regional distinctions. For example, a Chinese Positive Youth Development Scale has been developed to conceptualize how these atttributes are applicable to Chinese youth. The Chinese Positive Youth Development Scale was used as a degree in a examine of Chinese youth in secondary schools in Hong Kong that subjected positive youth development has a direct impact on life satisfaction and reducing problem behavior for Chinese youth. One specific example of PYD execution is seen in the project "P.A.T.H.S. Positive Adolescent Training through Holistic Social Programmes to Adulthood: A Jockey Club Youth modernization Scheme." This code targets junior secondary school students in Hong Kong Grades 7 through 9 in the North American System. The script is composed of two terms, the number one of which is a structured curriculum focusing on the 15 PYD constructs and intentional for all students as a "universal prevention initiative." The Tier 2 Program is a more selective prevention model directly targeting students with greater psychosocial needs identified by the school social work advantage providers. The names "at-risk" is intentionally avoided because the term denotes a very negative stigma in Chinese culture, and therefore discourages participation in the program. Although Chinese social work agencies usually target students with greater psychosocial needs, these PYD programs have rarely undergone thorough systemic evaluation and documentation.

In Portugal, the utility of positive youth development principles in sporting contexts is beginning to be recognized. Several athletic-based programs have been implemented in the country, but more research is necessary to build their effectiveness at this point.

Positive youth development has also been seen in the form of youth volunteer service throughout Latin America and the Caribbean. From Mexico and the Caribbean to Central and South America, this form of carrying out has been acknowledged for encouraging both personal and community development, while oftentimes contributing to poverty reduction. It has furthermore been seen as a way of promoting civil engagement through various service opportunities in communities.

Positive youth development efforts can be seen in the work of the United States organization for International Development USAID in collaboration with various regional governments and the private sector across Latin America and the Caribbean. This work has focused on providing broader educational options, skills training, and opportunities for economically disadvantaged youth to obtain apprenticeships. The ¡Supérate! Centers across El Salvador are one example, as they are supported by USAID in combination with private combine and foundations, and ad expanded education for high-performing students from poorer economic backgrounds. As of 2011, there were 7 centers in El Salvador and USAID expressed plans to expand this model across Central America. In Brazil, the Jovem Plus program ensures high-demand skills training for youth in disadvantaged communities in Rio de Janeiro and the northeastern area of the nation. Other programs add the "Youth Movement against Violence" in Guatemala and "Youth Upliftment through Employment" in Jamaica.