Positive Youth Development: An Integration of the Developmental Assets Theory and the Socio-Ecological ModelReport as inadecuate

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American Journal of Health Education, v42 n3 p171-180 May-Jun 2011

Health problems such as sexually transmitted infections and diabetes continue to rise, especially among African American and Hispanic adolescents in low-income communities. Youth development programs are an effective public health response, benefiting participants, the programs that serve them, and their community. Purpose: To explore the efficacy of integrating the Developmental Assets (DA) and Socio-Ecological Model (SEM) in a pilot youth program, the Youth Health Action Board (YHAB). Methods: YHAB was created and implemented by youth. Its impact was examined through individual interviews to learn youth impressions of how their experience affected themselves and their community. Results: YHAB participants feel they personally grew through their experience of building external support in their community, increasing both internal and external DAs. Internal assets were dominant, however students benefited from external support and empowerment. Discussion: YHAB was a successful integration of the DA and SEM for youth development. Additional research could deepen findings and allow extrapolation to broader populations. Translation to Health Education Practice: YHAB program strength lies in its youth development process. Similar programs should look different in each community, as community and youth needs and resources shape program activities. (Contains 3 figures.)

Descriptors: Adolescents, African Americans, Hispanic Americans, Health, Problems, Sexually Transmitted Diseases, Obesity, Diabetes, Low Income Groups, Holistic Approach, Health Education, Models, Public Health, Ecology, Youth Programs

American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info[at]aahperd.org; Web site: http://www.aahperd.org

Author: Atkiss, Katy; Moyer, Matthew; Desai, Mona; Roland, Michele

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4160&id=EJ936494

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