NYDIC Archive

This page is part of SparkAction's NYDIC archive.

National Youth Development Information Center Your browser does not support script. You must allow VB Scripts to run in order to see the menu bar.
First Name

Last Name
E-mail:
Organization:



    What is Youth Development?      

Youth Development Critical Tasks, Competencies or Assets

Critical tasks for adolescents (10-15 years old) to accomplish to become productive and responsible adults are:

•  Cognitive development:

Expand knowledge; Develop critical thinking and reasoning skills; and Experience competence through academic achievement.

•  Social development:

Increase communication and negotiation skills; Increase capacity for meaningful relationships with peers and adults; and Explore adult rights and responsibilities.

•  Physical development:

Begin to mature physically and to understand changes that come with puberty; Increase movement skills through physical risks; Develop habits that promote lifelong physical fitness; and Learn to take and manage appropriate physical risks.

•  Emotional development:

Develop a sense of personal identity; Develop a sense of personal autonomy and control; and Develop coping, decision-making, and stress-management skills.

•  Moral development:

Develop personal values; Develop a sense of accountability in relation to the larger society; and Apply values and beliefs in meaningful ways.

(Turning Points: Preparing American Youth for the 21st Century, Carnegie Council on Adolescent Development, 1989)

Youth development competencies -- To succeed as adults, youth must acquire adequate attitudes, behaviors, and skills in five areas:

Health - Good current health status and evidence of knowledge, attitudes, and behaviors that will assure future well-being, for example, exercise, good nutrition, and understanding the consequences of risky behaviors. Personal/Social Skills - Intrapersonal skills - the ability to understand emotions and practice self-discipline; and interpersonal skills - working with other, developing and sustaining friendships through cooperation, empathy, and negotiation, and developing judgement skills and coping systems. Knowledge - Reasoning, and Creativity - A broad base of knowledge and an ability to appreciate and demonstrate creative expression. Good oral, written and problem-solving skills, and an ability to learn. Interest in life-long learning and achieving. Vocational Awareness - A broad understanding of life options and the steps to take in making choices. Adequate preparation for work and family life and an understanding of the value and purpose of family, work, and leisure. Citizenship - Understanding national, community, and racial, ethnic, or cultural group history and values. Desire to be ethical and to be involved in efforts that contribute to the broader good.

(A New Vision: Promoting Youth Development, Testimony of Karen Johnson Pittman, Director, Center for Youth Development and Policy Research, before the House Select Committee on Children, Youth and Families, September 30, 1991)

Youth development competency areas identified are (OUTCOMES): Originality (Creative Competency), Understanding ourselves and others (Personal Competency), Thinking and Reasoning (Cognitive Competency), Civic Competency, Our Bodies (Physical Health Competency), Mental Health Competency, Employability Competency, and Social Competency. ( The Handbook of Positive Youth Outcomes , The Youth Development Institute)

Youth development competencies are:

Social competencies, such as work and family life skills, problem-solving skills, and communication skills; Moral competencies, such as personal values and ethics, a sense of responsibility and citizenship (including participation in civic life and community service); Emotional competencies, such as a sense of personal identity, self-confidence, autonomy, and the ability to resist negative peer pressure; Physical competencies, such as physical conditioning and endurance, and an appreciation for and strategies to achieve lifelong physical health and fitness; and Cognitive competencies, such as knowledge, reasoning ability, creativity, and a lifelong commitment to learning and achievement.

(S.673, Youth Development Block Grant, 104th Congress)

Assets are factors promoting positive teenage development. These assets may result from "external" factors such as positive relationships in families, friendship groups, schools, and the community, or they may result from "internal" factors reflecting the teenager's personal convictions, values, and attitudes. Assets can equip adolescents to make wise choices. Some assets are encouragingly common among youth--such as caring about people's feelings and educational aspiration. Other assets are alarmingly rare--positive school climate, positive peer influence, and parent communication. ( The Troubled Journey: A Profile of American Youth , RespecTeen)

40 Developmental Assets, include external and internal assets. External asset types are support, empowerment, boundaries and expectations, and time use. Internal asset types are educational commitment, positive values, social competencies and positive identity. Under each asset type there are specific asset names and definitions, totaling 40 asset names. ( Youth Development Programs and Outcomes: Final Report for the YMCA of the USA , Search Institute, 1996)

Back

                                
NYDIC was developed with support from DeWitt Wallace-Reader's Digest Fund, John D. and Catherine T. MacArthur Foundation, The Edna McConnell Clark Foundation, The Charles Stewart Mott Foundation, the Ewing Marion Kauffman Foundation and the Lilly Endowment Inc. through a partnership with the Indiana Youth Institute and other generous funding.

 var pageTracker = _gat._getTracker("UA-2785725-4"); pageTracker._initData(); pageTracker._trackPageview();