PYD

“The (PYD) perspective emphasizes the manifest potentialities rather than the supposed incapacitiesof young people’ – including people from the most disadvantaged backgrounds and the most troubled histories” (Damon, 2004 p.15).

Challenges the perspective of this deficit approach, which assumes students lack knowledge and are responsible for their failures. looks past this idea of adolescence as a time of storm and stress and thinks why is that

• The resources available to young people and the idea of development Assets view makes sure the resources available are positive in terms of not aiming to fix negative qualities, rather find a use for it. aims to pre empt self destructive tendencies

experiences, supports, and qualities that we provide for young people at home, at school, and in the community that will help them grow and develop. broken into internal and extrnal Assets

refers to personal characteristics Behaviour Discipline Social Skills

Assets that arent apart of the persons characteristics Networks Community links

Assets can contribute to current and future wellbeing Having good social skills = being good at communicating weaknesses to teachers or better communicating strengths to emplores

Competence, Confidence, Conection, Character & Caring and Compasion

5-Cs model useful for assessing PYD in sport contexts ØFraser-Thomas & Côté, 2005

• Matching pupils’ specific needs with programme objectives • Locating project activities outside of the ‘normal’ school context • Working closely with pupils to choose activities, set targets and review progress • Establishing positive relationships between programme leaders, mentors and pupils • Giving pupils the opportunity to work with (and for) others • Structured pathways to enable sustained involvement in programme activities or complementary activities

a common response from teachers was that it was important to select the ‘right’ pupils to participate. They need to be students that can work together. And they need to be students ideally with similar issues or certainly with similar aspirations, because otherwise, you tackle activities that some of them don’t want to engage in. (Lead teacher, SSLfS)

I think it was the off-site nature (that) was very important … the opportunity to do a different activity (not) part of the bread and butter of the PE curriculum … it makes the programme more attractive … and ensures that they turn up week after week. (Lead teacher, SSLfS)

The importance of giving young people a sense of belonging and ownership in programmes aimed at promoting positive youth development, and, in particular, of involving them in key decisions relating to their participation is widely reported

I think the mentors were absolutely terrific, they helped us do many things, and not only that, they became our friends. (Pupil, HSBC/OB)

A large proportion of pupils were selected to participate in both the HSBC/OB and SSLfS programmes because of poor social skills, poor communication skills or perceptions of low confidence.

This is the other thing with the project. I mean where do you go after that? You know, you do your ten weeks … their behaviour was better from the beginning but there is nothing after that actually for them to be (involved in) … There’s no incentive. (Lead teacher, SSLfS)

Positive views of one own actions

Internal sense of overall self worth

Having respect for societal and cultural rules

Positive bonds with people and instituions

Sense of sympathy and empathy