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Positive youth development (PYD) emerged in the 1990s as a response to the deficit model of adolescent development that had been predominant throughout the 20th century. Whereas this deficit model viewed youth as “problems to be managed,” the strengths‐based PYD perspective instead views adolescents as “resources to be developed.” This entry provides an overview of the major theoretical models of PYD and provides examples of effective PYD programs. The continued integration of research and practice will support ongoing efforts to attempt to answer complex questions pertaining to the promotion of PYD and efforts to optimize positive development among all youth.

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This chapter presents ideas from philosophers and psychologists throughout history about why scholars should study hope and how it should be defined in the science of positive human development. It uses the relational developmental systems metatheory as a framework for these ideas. Drawing from historical and contemporary philosophy and psychology, several key ingredients necessary for hope are presented: positive future expectations, agency, and trust. The chapter presents evidence from historical and philosophical perspectives on hope, including perspectives from modern and contemporary philosophy, as well as perspectives from the more recent history of hope within the psychology. The chapter then looks beyond the most common conceptions of hope. Drawing on a range of sources, but especially nursing science studies of hope in terminally ill patients, it also suggests that people can have hope not only in the present for the future but also in the present for the present.