Convergence of a strengths perspective and youth development: Toward youth promotion practice

Abstract

In recent years, increased attention has been paid to the development and application of the strengths perspective and positive youth development. This paper develops youth promotion practice as a convergence of a strengths perspective and youth development principles. Historical and contemporary contexts of a problem-focused perspective in social work with adolescents are reviewed and a critique developed with emphasis on the evolution of strengths-focused practices. The importance and possibility of combining the strengths perspective and youth development toward youth promotion practice are addressed. Youth promotion is defined as a process of enhancing youth strengths and resources to promote positive outcomes and help young people be healthy adults. Complementary aspects of the two perspectives are expected to support and supplement the strengths and weaknesses of each perspective in synergistic ways. Several advantages of youth promotion practice are discussed as well as its implications for improved social work practices with adolescents.

What Do We Know About Suicidality in Autism Spectrum Disorders? A Systematic Review

“…Surprisingly, despite the increasing importance of adopting a positive or strength‐based approach when understanding mental health issues among young people [Cheon, ; Norrish & Vella‐Brodrick, ], only one study made any mention of factors that may buffer or protect against suicidality among individuals with ASD. Mayes et al.…”

“…Surprisingly, despite the increasing importance of adopting a positive or strength-based approach when understanding mental health issues among young people [Cheon, 2008;Norrish & Vella-Brodrick, 2009], only one study made any mention of factors that may buffer or protect against suicidality among individuals with ASD. Mayes et al [2013] noted that being female, White, Asian, and having a higher socioeconomic status were demographic factors related to an absence of any suicidal behaviors.…”

Friendship as Potential? The Recognition of Teenagers’ Peer Relationships at School

“…People may feel accepted and included in all kinds of situations, environments and communities, and these experiences can be actively promoted almost anywhere-by all means at school [37]. While there are and will always be young people in need of individual and needs based interventions, there is also a demand for casual and community based measures and for course of action that aims at supporting children and young people's wellbeing in general [5]. Indeed, the objective of communal student welfare services could be to create an atmosphere where mutual recognition is the guiding principle of all daily activities at school-both among students and intergenerationally.…”

“…In some countries, of which Finland is an example, this is inconsistent with the child welfare, youth work and student welfare legislation, which strongly stress promoting the well-being of all children and youth and preventing the emergence of disadvantageous factors [4]. This tension between prevention and responding to crises is also recognized internationally, and there is a demand for research that can provide advice on how prevention could be achieved as part of everyday institutional practices such as basic education [5].…”

The Meaning and Engagement of Spirituality for Positive Youth Development in Social Work

“…However, recently there have been efforts to incorporate youth development principles into social work practice with children and youth in a variety of settings (see Amodeo & Collins, 2007;Delgado, 2002). In particular, the strengths perspective has laid a foundation on which the positive youth development approach can be built within social work (Cheon, 2008;Saleebey, 2005). The strengths perspective views people as "having untapped, undetermined reservoirs of mental, physical, emotional, social, and spiritual abilities" (Amodeo & Collins, 2007, p. 77).…”