Developmental Assets Framework Research Articles

A scoping review of the research evidence of the developmental assets model in Europe.

Positive Youth Development (PYD) is a strength-based perspective that focuses on the resources to promote a successful transition to adulthood, derived from the Relational Developmental Systems theory. In this line, the Developmental Assets (DA) model focuses on describing the personal resources (Internal Assets) and contextual resources (External Assets) that help to reach PYD. Most research from this approach has been carried out in United States and, to a lesser extent, in the European continent. The aim of this scoping review was to examine the evidence collected for the DA model in Europe. Web of Science database was used to search for articles published between 2013 and February 2024. Initially, there were 55 possible articles to be included, but after applying the exclusion criteria, this number was reduced to 11. The findings suggested that the evidence for DA in Europe was in line with North American research, so that a higher presence of DA was related to higher well-being, better psychological adjustment, and lower risk behaviors. Internal Assets were the most influential assets, with the Positive Identity category being especially remarkable. Commitment to Learning and Social Competencies were also highlighted in the studies included in the review. Concerning External Assets, Positive Boundaries-expectations and Empowerment were emphasized as protective factors in youth development. These assets were found to present a protective effect against risk behaviors and were positively associated with PYD and socioemotional skills. Thus, these findings support the applicability of the DA framework in promoting PYD in European context, and some intervention strategies are discussed considering cultural diversity.

Internal and Social Assets, Weight-Based Bullying, Sport, and Activity Among Female Adolescents

Via a school-based survey, we used a developmental assets framework to investigate associations of internal and social characteristics and weight-based bullying with sport and physical activity (PA) among female adolescents with high weight status (n = 4,468; Mage = 14.9 years, SDage = 1.3; body mass index ≥ 95th percentile). Participants reported ≥60 min of PA on approximately 3.0 days (SD = 2.1) in the previous week. Over one-third played organized team sports, averaging 3.5 days (SD = 1.5) per week. Weight-based bullying was common (46%) and unassociated with lower sport and PA. Results from t-tests and chi-squared tests demonstrated that adolescents who played sport (vs. those who did not) had higher internal developmental assets, better perceived health, and stronger perceptions of caring from parents, friends, and other community adults. Similarly, adolescents engaging in more PA reported higher developmental assets. In regression models adjusted for all variables and demographic characteristics, higher internal developmental assets, better perceived health, and stronger perceptions of caring from adults in the community were positively and significantly associated with increased odds of sport participation and higher PA. Findings suggest female adolescents with high weight status have internal and social assets related to their participation in PA and sport, despite experiencing weight-based bullying. Adults (e.g., coaches, parents, and healthcare professionals) should help female adolescents with high weight status participate in sport and PA and build developmental assets. Adults should also recognize the frequent weight-based bullying youth encounter and strive to mitigate it in sport and PA contexts.

From Strength-Based Parenting to Subjective Well-Being of College Students: A Chain Mediating Role of Personal Growth Initiative and Strengths Use.

Previous research demonstrated a positive relationship between strength-based parenting (SBP) and subjective well-being (SWB). However, the underlying mechanisms still need further research. Based on the social cognitive theory and developmental assets framework, we investigated the influence of SBP on college students' SWB through the mediating role of personal growth initiative (PGI) and strengths use. A total of 621 Chinese college students were recruited. Participants completed self-report scales about the SBP, PGI, strengths use and SWB. The results showed that SBP had a positive impact on college students' SWB. On the one hand, PGI and strengths use mediated the above relationship respectively. On the other hand, SBP influenced SWB through the chain mediating effect of PGI and strengths use. The findings indicate that exploring the relationship between SBP and SWB has positive implications for family education and youth development.

The Role of Family Support and Communication on PrEP Attitudes and Stigma Among Black Men who Sex with Men (BMSM).

This study addresses the gap in the literature on protective factors for preexposure prophylaxis (PrEP) stigma and attitudes among Black men who have sex with men (BMSM) and young adults using the Developmental Assets Framework to examine how external assets (eg, family support, open family communication, and communication with parents about sex and drugs) can help reduce stigma and increase positive attitudes toward PrEP use. A cross-sectional survey was administered to participants (N = 400, mean age = 23.46, standard deviation = 2.59) using Amazon Mechanical Turk, social media sites, and community-based organization. A path analysis was conducted to examine associations between stigma and positive attitudes toward PrEP among external assets (family support, communication with parents about sex and drugs, and open family communication). Communication with parents about sex and drugs was positive and directly associated with PrEP stigma (β = 0.42, P < 0.001). Family support was negative and indirectly associated with stigma associated with PrEP (β = -0.20, P < 0.001). This is the first study to use a developmental asset framework to assess positive PrEP attitudes and stigma among young BMSM. Our results underscore that parents have an influence on human immunodeficiency virus prevention behaviors for BMSM. In addition, their influence can be both positive by helping lowering PrEP stigma and negatively lowering PrEP attitudes. It is critical that we develop culturally competent human immunodeficiency virus and sexuality prevention and intervention programs for BMSM and their families.

Early Socialization of Adolescent Female Student Leaders: Gender Stereotypes, Leadership Purpose, and Role Models

This study was the last part of a four-part dissertation that investigated the early socialization patterns of eight female student leaders in middle and late adolescence from sectarian and non-sectarian schools in Metro Manila, Philippines. Guided by the Developmental Assets Framework, results show themes related to gender stereotypes, leadership purpose, and role models, in addition to themes related to perceived disadvantages and advantages of female leaders. Younger participants' responses reflect a stronger dependence on others, while older participants exhibit a more stable and deeper appreciation of their leadership role, which could be linked to identity achievement. Although all participants identified female role models, more non-sectarian participants identified male role models (brother, father, and uncle) compared to sectarian participants. Overall, one of the most important findings of this study involves participants' critical appraisal of negative gender stereotypes of female leadership. In addition, leadership experiences and socialization show that Generation Z participants' more sustained exposure to positive and more diverse role models from social media may largely explain their critical appraisal of gender stereotypes.

“It’s like an elephant in the room with my family”: LGBTQ+ College Students’ Identity Expression During the COVID-19 Pandemic

The COVID-19 pandemic led many college campuses to close and transition to remote learning. For lesbian, gay, bisexual, transgender, queer, questioning, or otherwise non-heterosexual or cisgender (LGBTQ+) college students, these disruptions may have affected their ability to express their sexual orientation and gender identity (SOGI). We used a developmental assets framework and minority stress theory with open-ended survey responses to examine LGBTQ+ students’ ( N = 411, Mage = 20.5; 38.4% bisexual; 48.7% women) perceptions of whether and how their SOGI expression changed due to the pandemic. We found the majority of LGBTQ+ students described their SOGI expression as restricted. However, some students perceived no change or improvements in their SOGI expression. We also examined whether perceived change in expression differed by gender identity (transgender and gender non-conforming [TGNC] compared to cisgender), and whether students lived with family. TGNC students and students who lived with family were more likely than their peers to report restricted expression and TGNC students were more likely than cisgender students to perceive improvements in their expression. Our findings highlight the internal and external assets that promote positive developmental outcomes for adolescents with minoritized identities and how universities might support LGBTQ+ students.

Personal and Contextual Developmental Assets Predictors of Thriving in Adolescence

The Positive Youth Development approach suggests that positive development, or Thriving, can occur through a convergence of positive individual characteristics and favourable contextual conditions. The purpose of this study was to analyse the experience of Thriving in Portuguese adolescents and to specifically explore what personal and contextual Developmental Assets were predictive of Thriving. A convenience sample of 503 Portuguese students was evaluated, ages between 13 and 19 (M = 15.92; SD = 1.17), 63% female gender. Thriving is a multidimensional construct, so the results of this study indicate the individual variation in terms of interests and capabilities. Results suggest the impact of a subset of Developmental Assets on the prediction of Thriving, representing 36% of the variance in the Thriving Index scores, and between 9% to 33% on the variance of the Thriving Individual Indicators. A subset of Developmental Assets contributed to explain the variance in more than one outcome of Thriving: Personal Power, Planning and Decision Making, Cultural Competence, Achievement Motivation, and Participation in Youth programs. Results suggest the theoretical and practical utility of the use of Thriving indicators and of the Developmental Assets framework for understanding optimal development in adolescence.

Toward an Integrative Paradigm of Positive Youth Development: Implications for Research, Practice, and Policy

Positive youth development (PYD) has gained considerable traction among researchers and practitioners in promoting adolescent well-being and mental health. Several models have also been proposed in conceptualizing and measuring PYD, almost all of which were developed in individualistic and Western contexts. The abundance of overlapping PYD indicators from different models poses a challenge in further expanding the applicability of PYD in diverse cultural settings. Based on a review of major PYD paradigms (i.e., five/six/seven Cs model, 15 PYD constructs, and the 40 developmental assets framework), we propose an integrative paradigm of PYD, which organizes the different indicators of adolescent thriving into three clusters: (a) intrapersonal-immediate, (b) interpersonal-proximal, and (c) ecological-distal indicators. Building on prior empirically supported models of PYD, this paradigm aims to provide a common and unifying taxonomy among developmental scientists in conceptualizing and measuring adolescent thriving without neglecting the specificity of adolescent development in various ecologies. Future directions for PYD researchers, practitioners, and policymakers to advance the field are discussed.

The Intersection of Depressive Symptoms, Adverse Childhood Experiences, and Protective Factors Among Adolescents: Epidemiological Evidence from Minnesota, 2016 and 2019.

Prevalence of mental health problems among US youth has increased in recent years, and there is a dearth of epidemiological research at the state level that integrates risk and protective factors into population-based surveillance. We utilized the developmental assets framework to measure protective factors; we assessed (1) prevalence of depressive symptoms, high adverse childhood experiences (ACEs; ≥ 4 ACEs), and few developmental assets (≤ 2 assets) over time, and (2) associations among these three phenomena. Using 2016 and 2019 Minnesota Student Survey data, we utilized descriptive statistics, multivariable logistic regression, and post-estimation analyses (adjusting for school clustering and demographics). Using pooled data, we examined how high ACEs and few assets predicted depressive symptoms and we tested three-way interactions for high ACEs, few assets, and survey year. There were statistically significant increases in prevalence of depressive symptoms, high ACEs, and few assets between 2016 and 2019. High ACEs (AOR = 2.74; 95% CI = 2.61, 2.89) and few assets (AOR = 3.13; 95% CI = 3.00, 3.26) were positively related to depressive symptoms; interactions were statistically significant. Additive interactions showed that, compared to their counterparts, adolescents with high ACEs and few assets had the highest prevalence of depressive symptoms, and this group exhibited the largest increase in prevalence between 2016 and 2019. Depressive symptoms are highest among adolescents with high risk and few protective factors, and recent increases in the prevalence of depressive symptoms appear to have disproportionately occurred among these adolescents. We offer a potential roadmap for following the Centers for Disease Control and Prevention recommendations to integrate ACEs and protective factors into local public health efforts.Supplementary InformationThe online version contains supplementary material available at 10.1007/s42844-022-00052-2.

Associations between Developmental Assets and Adolescent Health Status: Findings from the 2016 National Survey of Children's Health.

Developmental assets foster positive health outcomes among adolescents, but have not been studied in adolescents with chronic illness or depression, two conditions that impact behaviors in school. We examined parent-reported assets in a national sample of adolescents and compared the number and types of assets by health statuses. Data were from the 2016 National Survey of Children's Health (N=15,734 adolescents), which captured 15 of 40 assets in the Developmental Assets Framework. We categorized adolescents as healthy; chronic physical illness alone; depression alone; and chronic physical illness with co-morbid depression. Data were analyzed using analysis of variance and logistic regression. Healthy adolescents and those with chronic physical illness alone were comparable in number and types of assets. Adolescents with chronic physical illness and co-morbid depression had fewer assets compared to healthy adolescents and those with chronic physical illness alone. Similar associations were found in comparing healthy adolescents to those with depression without chronic physical illness. The presence of depression, among adolescents with and without chronic physical illness, was associated with fewer internal and external assets. The absence of assets may serve as a unique indicator of underlying depressive symptoms among adolescents in the school setting.

Protective Factors for Nicotine and Marijuana Vaping Among U.S. Adolescents

Nicotine and marijuana vaping among U.S. adolescents are public health priorities. Research has assessed the demographic and risk factors related to vaping, but there is a dearth of research on protective factors for vaping. On the basis of the healthy youth development perspective, the developmental assets framework is used to assess cumulative protective factors and vaping in a national sample of adolescents. Data came from the nationally representative Monitoring the Future study, consisting of 12th graders (n=6,982) from the 48 contiguous U.S. states (2017-2019). Past 30-day nicotine and marijuana vaping and developmental assets (low, medium, or high) were examined. Covariates included demographics and other substance use. Weighted descriptive statistics, logistic regression, postestimation analyses, and multiple imputation were used. Students with higher assets were less likely to vape nicotine and marijuana, even after adjusting for covariates. The odds of nicotine vaping were lower for students with medium assets (AOR=0.65, 95% CI=0.54, 0.78) and high assets (AOR=0.22, 95% CI=0.16, 0.29) than for students with low assets. Similarly, the odds of marijuana vaping were lower for youth with medium assets (AOR=0.54, 95% CI=0.42, 0.69) and high assets (AOR=0.09, 95% CI=0.05, 0.18) than for those with low assets. Social competence and positive peer norms were strongly protective against both forms of vaping. The healthy youth development perspective applies to the critical issues of nicotine and marijuana vaping among adolescents. Promoting cumulative assets may help to prevent vaping among U.S. adolescents, and increasing the specific assets of social competence and positive peer norms could be particularly fruitful.

Internal developmental assets and substance use among Hispanic adolescents. A cross-sectional study.

To determine the associations between internal assets (planning and decision-making, interpersonal competence and commitment to learning) and substance use (tobacco, alcohol, binge drinking, marijuana use and other drugs). A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru). Adolescents aged 12-18 self-completed a multi-purpose questionnaire between 2016 and 2019. Multiple logistic regressions and structural equation models were performed toanalyse the association between internal assets (planning and decision-making, interpersonal competence, and commitment to learning) and substance use. The results indicate that planning and decision-making and commitment to learning are conducive to the prevention of substance use. On the contrary, interpersonal competence was not associated with substance use. The present study shows that planning and decision-making and commitment to learning can be relevant factors in explaining substance use during adolescence. Internal assets can be an important aspect to include in health promotion interventions with children, youth and families to prevent substance use. These findings may be useful for researchers, schools, paediatric nurse practitioners, and health professionals in general to design health programs focused on children and adolescents. Furthermore, the Developmental Assets framework has been proved as a suitable frame of reference for paediatric nurse practitioners to assess and develop child and adolescent positive development and design health promotion interventions to prevent substance use.

Developmental assets and positive youth development: an examination of gender differences in Spain

Positive Youth Development (PYD) model is a strength-based perspective of transition to adulthood derived from developmental systems theory. Developmental assets (DAs) framework describes the individual and contextual resources that may promote PYD. This work aims to analyze the associations between internal and external DAs and PYD, as well as examining gender differences, in Spanish youth. Data of students enrolled in 10 high schools and universities, collected in the PYD Cross-National Project in Spain through a self-report instrument, were used. Structural equation modeling showed that DAs were positively related to PYD. Some gender differences were observed in PYD, such that male students presented higher scores in confidence and competence, and female students showed more connection, caring, and character. Results of partial mediation modeling indicated that these gender differences in PYD may be partly explained by gender differences in DAs.

Developmental Assets of Adolescents and Young Adults With Chronic Illness and Comorbid Depression: Qualitative Study Using YouTube.

BackgroundDevelopmental assets provide a framework for optimizing development among adolescents but have not been studied in adolescents with chronic illness and comorbid depression, which is a group at risk for poor health outcomes. YouTube postings provide valuable insights to understand this understudied population.ObjectiveThis study aims to explore asset development from the perspectives of adolescents and young adults (AYAs) with chronic illness and comorbid depression.MethodsYouTube was searched using 12 chronic illnesses (eg, diabetes) coupled with “depression” as keywords. Videos were included if they were uploaded by AYAs aged between 11 and 29 years and discussed living with chronic illness and depression during adolescence. Video transcripts were coded deductively for 40 internal and external assets that constitute the Developmental Assets Framework. Categories not captured by deductive coding were identified using conventional content analysis. Categories and their respective assets were labeled as being discussed either negatively or positively.ResultsIn total, 31 videos from 16 AYAs met the inclusion criteria. A total of 7 asset categories, support, constructive use of time, boundaries and expectations (external assets), identity, commitment to learning, positive values, and social competence (internal assets), reflecting 25 (13 internal; 12 external) assets, were discussed. Internal assets, particularly relating to identity, were commonly discussed by AYAs either in a negative way or fluctuated between positive and negative perspectives.ConclusionsIn this sample of AYAs with chronic illness and comorbid depression, internal assets were commonly discussed in a negative way. Future research is needed to better understand how assets develop and if the Developmental Assets Framework adequately represents the experiences of this population.

Developmental Assets framework revisited: Confirmatory analysis and invariance testing to create a new generation of assets measures for applied research

Over five million young people have taken surveys, based on the Developmental Assets framework, aimed at understanding the internal strengths and external supports they have in their lives. These data have been effectively used to mobilize schools and community coalitions around the world to integrate a positive youth development lens into their applied work. The purpose of this article is to subject these asset measures to rigorous confirmatory factor analysis and multiple group measurement invariance testing, and share them for broader use. The analyses yielded measures of eight asset categories (and 18 individual assets) that are robust and parsimonious. Substantial evidence emerged for the measurement invariance of these new assets measures across grades, gender identity, race/ethnicity, sexual orientation, and parent education diversities. With the addition of these measures, applied developmental researchers and practitioners now have a more comprehensive and empirically robust measurement toolkit for studying and enhancing youth and their contexts in order to promote positive youth development.

A Developmental Assets Approach in East Africa: Can Swahili Measures Capture Adolescent Strengths and Supports?

Assets-based approaches are well-suited to youth living in majority world contexts, such as East Africa. However, positive psychology research with African adolescents is rare. One hindering factor is the lack of translated measures for conducting research. This study builds capacity for positive youth development research in East Africa and beyond by examining a Swahili measure of youth development that assess both internal and external strengths. We translated a well-researched and internationally used measure of assets, [Developmental Assets Profile (DAP), along with measures of self-efficacy, ethnic identity, sense of community, and community participation] into Swahili. Psychometric results for 1241 diverse Tanzanian young people were evaluated. Open-ended asset listing and focus groups provide complementary data and identify areas for further investigation. Most scales displayed promising internal consistencies and were related to each other and to socio-demographics. Moreover, the DAP predicted self-efficacy and vulnerability status. Exploratory factor analysis supported a three-factor structure of the DAP. Test–retest reliability and language equivalency scores yielded less satisfactory results. Qualitative data support the assets approach and suggests areas for consideration based on culture and context. The developmental assets framework and Swahili measure may be used to advance research in this understudied, yet important region. Adolescents in Africa should be included in international efforts to develop PYD theory and to understand the diverse contexts in which youth develop and contribute.

Integrating positive youth development and clinical care to enhance high school achievement for young people of color

Purpose – High school completion is one of the strongest predictors of health and well-being. There is increased public attention on the challenges faced by young people of color and educational achievement. In particular, young men of color must navigate myriad stressors which often undermine their mental health, as well as their academic performance, including likelihood of graduation from high school that fare worse in academic outcomes than their female counterparts. The purpose of this paper is to examine the role of Step-Up, a positive youth development and mental health promotion program, created in collaboration with young people of color on their high school achievement as measured by grade point average (GPA). Design/methodology/approach – This exploratory pre-post study employed multivariate analysis of data drawn from a sample of 212 youth of color to examine student’s GPA before their involvement in Step-Up and the number of Step-Up groups they attend in the first year could improve their high school achievement. Findings – Results revealed an association between students participation in Step-Up, specifically having at least ten life skills group contacts, and significant increases in GPA. Research limitations/implications – High school achievement is measured by GPA, which might not be a clear indication of achievement since grades are not truly comparable across schools. The exploratory pre-post research design of this study, and the lack of control group, limits any references to causality but the descriptive changes in GPA demonstrate a statistical significance of Step-Up group participation and improved high school achievement. A potential next step is to design an experimental study that includes psychosocial and developmental mechanisms while examining the treatment effect of Step-Up vs students receiving standard of care. Practical implications – Programs that aid young people of color in increasing their GPA should acknowledge the multitude of stressors that youth in urban environments encounter by creating interventions targeting multiple ecological contexts. These preliminary analyses suggest how programmatic supports that are collaboratively designed with youth, such as Step-Up, may yield promising results in improving young people of color high school achievement. Social implications – To better serve adolescents experiencing serious academic and behavioral health challenges, there needs to be programs that offer intensive, short-term mental health support in school settings. Given the widespread risk factors that adolescents and particularly young men of color are facing, Step-Up is informed by both the developmental assets framework and the social development model and aims to provide youth with opportunities for prosocial interactions and additional resources to combat multiple stressors. Since successful completion of high school is associated with better outcomes as young people transition to adulthood, programs that are developmentally timed to allow for an optimal protective factor during the high school years is necessary. Originality/value – This research contributes to the knowledge base of the importance of providing mental health supports in school settings and may contribute to studies examining the academic achievement of young people of color in school settings.

Developmental Assets and Risky Sexual Behaviors among American Indian Youth.

This study examined the relationship between developmental assets during early and mid-adolescence and early adult sexual behaviors among American Indians using a subsample from the National Longitudinal Study of Adolescent Health (N = 465). Grounded in an assets framework, the authors explored the protective role of personal, family, school, and community assets as well as cumulative assets for sexual behaviors including early sexual debut, number of sexual partners, and frequency of condom use. The results indicated that certain assets during early and mid-adolescence, such as self-control, family support, and school attachment were protective for various risky sexual behaviors in early adulthood. Furthermore, cumulative assets emerged as an important predictor of sexual behaviors. These findings highlight the utility of applying a developmental asset framework to understand protective factors among American Indian youth.

The Developmental Assets Framework of Positive Human Development: An Important Approach and Field in Positive Youth Development Study

The Developmental Assets Framework of Positive Human Development: An Important Approach and Field in Positive Youth Development Study

‘We don't want you to walk the streets we walked’: youth reflections on themselves and relationships that help them grow and thrive

Research on adolescent health is emphasising positive youth development. Most research on the Developmental Assets framework has occurred in developed countries using quantitative methods. This paper explores the validity of the concept of youth Developmental Assets in Lebanon. Thirteen focus group discussions were conducted with 7th–12th-graders (n = 162 youth) from eight private and public schools in four areas of Lebanon (two urban and two rural). Six themes emerged from the thematic analysis: parent–youth relationship; relationships with others; behaviours, attitudes and values; role of schools; country and community context; and recreational needs, opportunities, and recommendations. These were closely linked to the Developmental Assets framework. These results can guide interventions to strengthen internal assets, and provide a supportive environment to help young people in Lebanon grow and thrive.