Developmental Assets Profile Research Articles

Relative Age and Positive Youth Development in Youth Sport: Do Developmental Assets Play a Role in Creating Advantage Reversals in Female Soccer?

Relative age effects (RAEs) are commonly associated with advantages for older athletes. However, a variety of benefits attributed to 'advantage reversals' have been observed among relatively younger professional athletes. Considering psychosocial development as a proposed mechanism, the purpose of this study was twofold: (1) To explore an association between developmental assets (i.e., facilitators of positive youth development [PYD]) and RAEs; (2) To assess whether overall developmental asset levels are protective against sport dropout. The Developmental Assets Profile© was distributed to members of a one-year cohort of post-adolescent, female soccer players from Ontario, Canada. The presence of differences between groups of relatively older (H1; n = 64) and younger (H2; n = 57) participants and developmental asset scales were assessed using discriminant analysis. A binary logistic regression was conducted to assess whether overall developmental asset levels are protective against sport dropout, with consideration of relevant factors. Findings suggest that relatively younger, female players score higher in two internal categories: commitment to learning and positive values. The overall developmental asset scores were not found to be protective against dropout. This study provides preliminary, albeit cautious, support that 'advantage reversals' may be in part associated with enhanced PYD resulting from developmental sport experiences.

Developmental assets as predictors of Albanian adolescents’ life satisfaction

This study examined the relationship between Positive Youth Development (PYD) Internal and External assets and life satisfaction among Albanian adolescents. Data were collected from a sample of 409 Albanian students aged 14-19 years using the Developmental Assets Profile and the Life Satisfaction Scale. The sample included the majority group (51%) and various minority groups in Albania. Statistical analyses were conducted to explore the association between PYD assets, demographic variables, and perceived life satisfaction. The results revealed significant differences in Internal and External assets across all groups, with life satisfaction reported at a moderate positive level. Gender and minority group differences were observed in the relationship between assets and life satisfaction. The findings of this study reveal that the ten Positive Youth Development (PYD) assets serve as predictors for life satisfaction. Additionally, it was observed that the same set of ten PYD assets acts as a predictor for life satisfaction. These results provide valuable insights into the implementation of PYD strategies and the impact they have on life satisfaction within an under-researched community.

Effectiveness of a social-emotional learning program on developmental assets and subjective well-being

The present study was done to evaluate the effectiveness of a Social Emotional Learning (SEL) intervention designed based on social marketing on developmental assets and the well-being of female adolescents in Yazd, Iran. This mixed-method quasi-experimental study was conducted in 2018–2019. A total of 190 female students were selected by multi-stage sampling from the female middle and high schools in Yazd, Iran. A SEL intervention designed based on social marketing principles was implemented among the parents and students of the intervention group. The control group did not receive any intervention. Quantitative data were collected in three stages: pre-test, post-test after two months, and follow-up after six months via Developmental Assets Profile and EPOCH measure of wellbeing. A qualitative evaluation was also performed after the intervention. Results of the Repeated-Measures test indicated that the intervention significantly influenced social competence (p-value = .02). However results did not show improvement in the positive identity development of the participant girls. Qualitative findings suggested the effectiveness of the intervention on social competencies and positive identity. Based on the results of the present study, the SEL program might have a significant but small positive effect on the social competencies of the participating adolescents.

Investigating identity‐related weak developmental assets and their barriers in Iranian female adolescents: Self‐worth, self‐efficacy, and personal power

AbstractAchievement of a positive identity and its transition to adulthood is the most important task of the adolescent era. This cross‐sectional explanatory mixed‐method study sought to better understand barriers to identity development in female adolescents in Iran by explaining their own experiences and using a Positive Youth Development model as a framework. A total of 573 female secondary‐school students were recruited through multistage sampling and were asked to complete the questionnaire of Developmental Assets Profile (DAP). Positive identity in DAP consists of four assets (personal power, self‐esteem, a positive view of the personal future, and sense of purpose). Quantitative data analysis showed that among above mentioned four assets, personal power and self‐esteem gained lower scores. A qualitative study held six individual interviews and two focused‐group discussions were conducted to explain the barriers to personal power and self‐esteem. Results showed that considering personal power, there were two categories as follows: (1) barriers to a sense of control over life and future (subcategories: being limited by failures, deprivation of liberty, and dissatisfaction from being excessively controlled by parents). (2) Barriers to adequately dealing with the challenges and problems (subcategories: expressing feelings inappropriately, isolation, and blaming). Barriers to self‐esteem included categories of negative emotions due to weak academic performance, weak religious performance, weak communication with parents, and previous mistakes. The results of the present study highlighted the areas that need intervention in the field of promoting positive identity in adolescent girls and their parents.

Substance use and individual assets in urban adolescents: Subgroups and correlates in emerging adulthood.

To investigate patterns of divergence in adolescent adjustment, this study examined the co-occurring patterns of adolescents' individual assets (e.g., school engagement, values) and substance use, and whether the co-occurring patterns were associated with later functioning in emerging adulthood. Participants were 358 (54% females), predominantly African American, urban adolescents, recruited at birth for a prospective study on the effects of prenatal substance exposure in the Midwest United States. Individual assets, using the Developmental Assets Profile, substance use (alcohol, tobacco, marijuana), via biologic assays and self-report, and substance use-related problems were assessed at age 15 years. High-school completion, substance use disorder, mental health symptoms, and legal problems were assessed at age 21 years. Latent class analysis identified five classes as follows: high assets with low substance use (C1, 10.2%); moderate assets with low substance use (C2, 28.7%); low assets with low substance use (C3, 32%); moderate assets with high substance use (C4, 9.4%); and low assets with high substance use (C5, 19.2%). Despite similar levels of assets, adolescents in C5 reported more life adversities (suboptimal caregiving environment, daily hassles, non-birth parents' care) than those in C3. C4 and C5 reported more substance use disorder at age 21 years than the three low substance use classes; adolescents in C5 were less likely to complete high school than those in C2. More females in C5 reported greater mental health symptoms than those in C1 and C3, and criminal justice involvement than those in C1. The current findings underscore the significance of substance use in adolescence in disrupting healthy transition to adulthood, especially among females in the context of low individual assets.

The Role of Developmental Assets in Gender Differences in Anxiety in Spanish Youth.

Anxiety disorders are the most prevalent psychological disorders during emerging adulthood. Some consistent gender differences have been reported in anxiety with women suffering more anxiety than men, which has detrimental consequences in most life spheres in the youth and later life stages. The understanding of the development of anxiety in emerging adulthood requires a developmental perspective. The Developmental Assets Theory was postulated to describe the individual and the contextual resources which may foster positive youth development and mental health. The present study aims to analyze to what extent the gender differences in anxiety may be partly explained by gender differences in developmental assets. For this purpose, a cross-sectional study was conducted in which a sample of 1,044 youths (75.5% women; age range = 18–28; M age = 20.47, SD = 3.08) enrolled in 11 universities from different regions in Spain filled in self-report measures of developmental assets and anxiety symptoms. The participants completed an online survey with the scales, Developmental Assets Profile developed by the Search Institute (1) and Generalized Anxiety Disorder-7 (GAD-7) (2). The results showed more anxiety in the female subsample (at both the symptoms and clinical levels). Some gender differences in developmental assets were also observed. A partial mediation model, based on regression analyses, indicated that gender differences in anxiety were partly explained by gender differences in developmental assets. Thus, higher anxiety in the women was partly due to lower scores in positive identity and higher scores in positive values. These results suggested the need to design programs to prevent anxiety with specific measures for women youth to nurture positive identity and promote strengths and coping skills that allow them to get the benefits of well-being derived from positive values, thus, preventing worry and stress overload, which may lead to anxiety.

Contextual and Individual Predictors of Bullying and Victimization in Slovenia: Positive Youth Development Perspective

Bullying and victimization pose a serious risk for youth optimal development due to numerous negative short- and long-term consequences. One of the models with a focus on adolescents that can serve as a theoretical framework in designing prevention and intervention programmes targeting bullying and victimization is Positive Youth Development Perspective. The Positive Youth Development perspective assumes that with the positive interplay between developmental assets (internal and external youth resources) and the 5Cs (competence, confidence, character, caring, connection) the probability of bullying and victimization lowers. In the present study, we have investigated the predictive power of developmental assets and the 5Cs for bullying (verbal and social bullying) and victimization (verbal and social victimization) on a sample of older adolescents and emerging adults ( N = 434, 80.9% girls, M age = 21.65). We used The Developmental Assets Profile (Benson, 2003), PYD questionnaire (Geldhof et al., 2014) and Adolescent Peer Relations Instrument: Bully/Target (APRI-BT, Marsh et al., 2011). The findings show that gender, age, and Caring are significant predictors of verbal bullying while age, Empowerment, and Caring are significant predictors of social bullying. Furthermore, gender, age, Constructive use of time, Confidence and Connection are significant predictors of verbal victimization and age, Empowerment, Constructive use of time, Confidence, and Connection are significant predictors of social victimization. The implications for practice and future research are discussed.

Improving Girls’ Developmental Assets Using a Mentor-Led Approach in Atlantic Canada

Gender inequality and the hyper-sexualization of girls places them at risk of poor positive youth development. This is compounded by factors such as race, sexual orientation, and economic status. Rural settings contain unique systemic barriers such as isolation, and limited access to confidential and culturally appropriate services. Canadian data shows that adolescent girls’ self-esteem drops significantly through ages 12 to 15. This paper reports on the results of our research testing the effectiveness of an adolescent girls-specific positive youth development program called Amplify. This program was mentor-led within public schools in a province in rural Atlantic Canada. The Search Institute’s Developmental Assets Profile Survey was used to assess the developmental assets of the girls prior to, and after the program. Our results show that girl-specific mentor-led programs can support girls to maintain and build key developmental assets. Specifically, girls who scored as vulnerable on one or more assets at the start of the program saw gains in key assets, including positive identity, after the program.

Profiles of individual assets and mental health symptoms in at-risk early adolescents

IntroductionFew studies investigated the combined patterns of individual assets (e.g., social competence, positive identity) and mental health symptoms (MHS) in adolescents. This study examined the patterns of early adolescents' individual assets and MHS and whether identified patterns were associated with later adolescents’ outcomes. MethodsParticipants were 352 (164 boys, 188 girls) adolescents who were primarily African-American and from low socioeconomic status families, participating in a prospective study of the effects of prenatal cocaine exposure from birth in the Midwest United States. Individual assets, using the Developmental Assets Profile, and MHS, using the Youth Self-Report, were assessed at age 12. Substance use, via self-report and biologic assays, early (before age 15) sexual behaviors, and behavioral adjustment were assessed at age 15. ResultsLatent profile analysis indicated four distinctive profiles: low assets with elevated MHS (P1, n = 54, 15.3%); adequate assets with thought and social problems (P2, n = 84, 23.9%); low assets without MHS (P3, n = 101, 28.7%); and high assets without MHS (P4, n = 113, 32.1%). Children in the profile with high assets without MHS (P4) were more likely to have a higher IQ and to be in a more optimal environment (higher parental monitoring and less family conflict) than those in other profiles. Although profiles with MHS were associated with adolescent risk behaviors, this relationship was more pronounced for girls than for boys. ConclusionsGirls in the low assets with elevated MHS (P1) should be a primary concern for preventive intervention. Our study demonstrates the heterogeneity of individual patterns of adaptation and maladaptation.

The relationship between developmental assets and well-being in adolescent female students in Yazd, Iran

Introduction: This study aimed to investigate the relationship between developmental assets and well-being in adolescent female students. Method: This was a descriptive-analytical cross-sectional study conducted in 2018 in Yazd, Iran. A total of 573 female students were selected through cluster sampling method with a mean age of 15.42 years (SD = 1.82). The Developmental Assets Profile was used to measure developmental assets and the EPOCH questionnaire was applied to measure well-being. Descriptive statistics, tests of correlation and regression were used to analyze data. Results: The results showed that most of the developmental assets experienced by the Iranian adolescent girls were in the moderate range. In this regard, the lowest scores were related to constructive use of time and in the community context. The overall scores of subjective well-being reported by study participants were in the good range. Findings showed that constructive use of time, commitment to learning, and positive values explained 25% of engagement. Commitment to learning, social competencies, and positive identity predicted 44% of perseverance. Empowerment and positive identity explained 41% of optimism. Support, empowerment, boundaries and 10 expectations, commitment to learning, positive values, social competencies and positive identity predicted 36% of connectedness, and finally, support, empowerment, constructive use of time, commitment to learning, and positive identity predicted 37% of happiness. Conclusion: The design and implementation of interventions for nurturing developmental assets in adolescents can be considered as a step towards the development and empowerment of well-being in them.

Assessing Assets Among Street-Connected Youth: New Angles With Participatory Methods in Tanzania

Street-connected adolescents in sub-Saharan Africa have been neglected in scholarly research. Extant literature is largely problem focused. This study describes strengths and assets among street-connected youth in Tanzania, using a participatory, mixed methods approach. Adolescents ( N = 38, 13-17 years) in a rehabilitation center for street youth in Northern Tanzania completed a Swahili version of the Developmental Assets Profile (DAP). They engaged in participatory activities designed to capture multiple perspectives and promote maximal engagement. A subsample of youth ( n = 8) took part in photovoice to elucidate contextual details. Although exploratory, we expected (a) participants would have lower scores on the external versus internal domain of the DAP; (b) qualitative methods would support the DAP and provide complementary, contextual information; and (c) participatory methods would be important for providing varied perspectives and engaging youth in the research process. Results revealed a moderately high level of assets, with strengths in constructive use of time and commitment to school. External assets were higher than internal assets; however, different assets were emphasized across different methods. Overall, results supported the DAP framework. The participatory approaches effectively engaged youth and illuminated the culture and context of their development.

The Impact of an Alternative to Detention Program on Developmental Assets for Adolescents Involved in the Juvenile Justice or Legal System

Positive youth development (PYD) models can play a critical role in programming for at-risk youth involved with the Juvenile Justice System (JJS) or legal system. This article reports on the outcomes of a study that examined the impact of the Reinvesting in Youth (RIY) program on increasing developmental assets for youth who are at-risk for detention or higher level of care placements. RIY is a three to six month preventive and ATD program within a large non-profit behavioral healthcare organization that provides case management, community asset navigation, and academic support through an asset-building framework. Fifty-nine youth discharged from RIY were included in the study. The impact of the program was measured using the Developmental Assets Profile (DAP). Using a dependent samples t-test, results indicate that the RIY program has a significant and positive impact on increasing assets from admission to discharge on total asset scores, internal and external assets, and seven of the eight asset categories.

Relationship between developmental assets and addiction potential with regard to mediating role of alexithymia in adolescents of Arak, Iran

Aims: This study aimed at presenting a model for addiction potential based on developmental assets mediating by alexithymia in adolescents living in Arak, Iran. Materials and Methods: Five hundred members were selected as samples (n = 500) among female and male second-grade high school students at the tenth and eleventh academic grades in Arak using cluster random sampling. To collect data, Iranian Addiction Potential Scale, Toronto Alexithymia Scale and Developmental Assets Profile were used. The data were analyzed using Structural Equation Modeling and LISREL Software. Results: Model fit indices had suitable model fit with data. Internal developmental assets with path coefficient of B = −0.48 were more effective in reducing addiction potential compared with external developmental assets with path coefficient of B = −0.27. Positive identity, empowerment, and social competency were the most effective components of developmental assets in reducing addiction potential. Internal assets could explain addiction potential in adolescence more than external assets. Conclusion: Direct effect of developmental assets on addiction potential was confirmed and its indirect effect with mediation of alexithymia was significant. Moreover, results showed that only internal developmental asset had an effect on addiction potential in adolescents mediating by alexithymia, so the effect of external developmental asset on addiction potential in adolescents based on the mediation of alexithymia was rejected.

Changes in developmental assets across a 4-month competitive season among youth basketball players

Abstract The present study examined the changes in developmental assets among young basketball players during a 4-month competitive period, accounting for variation by age group. Additionally, we examined the age-related variation on developmental assets. Sixty-five adolescent basketball players aged between 9.5 to 17.3 years were considered. We used the Portuguese version of the Developmental Assets Profile Questionnaire. Multilevel modeling was used to estimate the magnitude of changes on developmental assets across the 4-month competitive season, as well as aligning assets scores by chronological age. Positive values and positive identity scores were substantially increased after the 4-month competitive sample. The other assets scores showed no variation across the competitive 4-month competitive season, independent of age group. There was a trend of linear decrease in developmental assets as the adolescent players got older. For positive values, there was a non-linear trend with a higher decrease rate between about 10 to 14 years, levelling off thereafter. Developmental assets did not appear to be influenced by exposure to a period of organized training and competition among adolescent basketball players. Hence, the observed decrease on developmental assets when aligning by age may reflect the influence of contextual and cultural environments of practice. This is of particularly interest for positive values, which refer to school engagement or and social justice, qualities that are not sport-specific but assume a key and importance position in sport participation for a positive role in youth development.

An examination of developmental assets and academic performance in higher education sport students

The purpose of this research was to explore the magnitude and direction of the relationship between developmental assets (subcategories and domain levels) and academic achievement in British students. Based on the existing theory I hypothesized that total asset score, individual asset groups (i.e., internal and external assets), and the eight asset subcategories would have a moderate to a large positive relationship with academic achievement. 232 participants were recruited from a second-year compulsory research methods module for undergraduate sport and exercise science students at a UK based university. The participants completed the Developmental Assets Profile (DAP) at the beginning of the course, and their final module grade was recorded after the course had finished. Pearson's correlation between assets and grade score revealed several significant relationships. The strongest subcategory correlation was between commitment to learning and grade score. The strongest domain level correlation was between internal assets and grade score. The current study provides evidence that developmental assets are positively associated with grade score in university students; however, the size of the relationship is smaller than previously suggested.

Gender differences in developmental assets profile of college going youth: a report from India

Background: Recent years have seen a paradigm shift in the way development during young age is considered where the focus of attention has moved from the deficit based approaches to one that of strength based. Among the various strength based approaches in youth development, developmental assets profile has achieved a prominent place. The present study is aimed at providing a preliminary evaluation of developmental assets on a group of young people from Kerala State, India. Methods: One hundred and forty (63 females, 77 males) participants were assessed on developmental assets profile survey. Results: Of the sample, 6.4%, 58.6%, 33.6%, and 1.4% of youth fell in the thriving, adequate, vulnerable, and challenged categories, respectively. Analysis of composite internal assets showed that 15.7%, 47.9%, 33.5%, and 2.9%, fell in the thriving, adequate, vulnerable, and challenged categories respectively. In the external assets scores, this was 22.1%, 49.3%, 27.9%, and 0.7%. Significant gender differences were found in the number of total internal, external, and total assets reported. Conclusions: The present study is one of the first studies attempting to assess the developmental assets profile of the college going youth in India and to analyse the gender differences on the same. This way, the study provides a preliminary, nonetheless important understanding about the developmental assets profile of a sample of college going youth.

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.

An Examination of Self-Esteem and Empowerment of African American Female Youth in an After School Program

This study investigated self-esteem and empowerment in three African American female cohort groups in an after school program. A sample of 136 students in the after school program comprised the three one-year female and male cohort groups. For this study, 71 African American females in the female cohort groups were analyzed. Social Cognitive Theory and Resiliency Theory were used to explore factors potentially influencing self-esteem and empowerment of an at-risk African American female population, with the after school program serving as a protective factor. Participants completed the Rosenberg Self-Esteem Scale and the Developmental Assets Profile (DAP), but only DAP empowerment items were analyzed. No significant differences were found in self-esteem levels for the three separate female cohort groups. However, evidence was found for a positive correlation between self-esteem and empowerment. Study conclusions identify implications for after school program staff as they identify needs and conduct youth programs accordingly.

Aligning Youth Development Theory, Measurement, and Practice Across Cultures and Contexts: Lessons from Use of the Developmental Assets Profile

The development of youth has implications across all sectors of societies, and thus, holistic approaches to promoting positive youth development that take an across-sectors perspective may be more effective and cost-efficient ways of investing in youth. The current interest in collective impact to improve outcomes for young people intersects with growing interest in a diverse array of social-emotional, non-cognitive, or “soft” attitudes and skills that are increasingly recognized as being foundational for multiple educational, workforce, and livelihoods outcomes. But these “intangible” factors are difficult to measure well, particularly when compared to observable behaviors or testable knowledge and skills. This challenge is exacerbated in lower and middle-income countries where there is limited research, and there are even fewer consistent, validated measures that examine personal strengths—particularly ones that are consistently contextualized and tested across cultural and language differences. For the past decade, Search Institute and several partners have utilized a broad measure of positive youth development, the Developmental Assets Profile (DAP), in a series of studies in a wide range of international agencies, countries, languages, and program contexts. This paper draws on 50 datasets from 31 countries, involving more than 25,000 young people, ages 9–31, to more comprehensively describe the strengths and issues involved in using the DAP for measurement of child well-being across cultures and language groups. In the process, it reports on the link between crosscutting elements of well-being and critical international development priorities across sectors. The longevity and breadth of this ongoing effort offers insights and lessons for more recent efforts to develop, operationalize, and validate practice-focused measures across multiple contexts and languages. It serves as a case study in the challenges and opportunities of developing and utilizing shared measures across multiple countries, cultures, and language groups.

Brief report: Assessing youth well-being in global emergency settings: Early results from the Emergency Developmental Assets Profile

The 13-item Emergency Developmental Assets Profile measures the well-being of children and youth in emergency settings such as refugee camps and armed conflict zones, assessing whether young people are experiencing adequate positive relationships and opportunities, and developing positive values, skills, and self-perceptions, despite being in crisis circumstances. The instrument was found to have acceptable and nearly identical internal consistency reliability in 22 administrations in non-emergency samples in 15 countries (.75), and in 4 samples of youth ages 10–18 (n = 1550) in the emergency settings (war refugees and typhoon victims, .74) that are the measure's focus, and evidence of convergent validity. Confirmatory Factor Analysis showed acceptable model fit among those youth in emergency settings. Measures of model fit showed that the Em-DAP has configural and metric invariance across all emergency contexts and scalar invariance across some. The Em-DAP is a promising brief cross-cultural tool for assessing the developmental quality of life as reported by samples of youth in a current humanitarian crisis situation. The results can help to inform international relief program decisions about services and activities to be provided for children, youth, and families in emergency settings.