Conceptual Framework Underlying the Development of a Positive Youth Development Program in Hong Kong

Elder lifelong learning, intergenerational solidarity and positive youth development: the case of Hong Kong

“…Such benefi ts include strengthening social skills, enhancing potential development, upgrading self-esteem, being inspired on life meaning and future goals. With both the strength-based and developmental approaches, the youth ' s functionally valued behaviors such as competence, confi dence, character, connection, caring, compassion and contribution (39,41) can thrive together with the ultimate goal of strengthening their resilience. The social identity theory (42) , social learning theory and contact theory (43 -45) , Erikson ' s stage theory (46) of identity versus role confusion and intimacy versus isolation, and developmental systems theories (41) are some of the theories that can support this theoretical inference.…”

“…Shek (39) in his article provided detailed and affl uent theories from different disciplines of researchers on the conceptual framework of positive youth development. Based on the concepts and theories of risk and protective factors, adolescent developmental assets, defi cits-based and assets-based models on adolescent development, positive youth development model and ecological models, he summarized 15 constructs intrinsic to the successful positive youth development program: When reviewing these constructs, some of them to a certain extent correspond with the elements found in EA as well as the dimensions of intergenerational solidarity engendered directly or indirectly from intergenerational interactions.…”

“…Often, such an approach seeks to equip the youth with what Benson (38) called the " developmental assets " -the skills, abilities, competencies and supports -as the " particular energy to their relational and social world " (p. 37). Some sociologists and psychologists suggest strengthening adolescents ' resilience through promoting the infl uence of protective factors and reducing the impact of risk factors (39) . Protective factors, according to Hauser (40) , are the " key constructs in conceptualizations of resilience " which " moderate the effects of individual vulnerabilities or environmental hazards, so that a given developmental trajectory refl ects more adaptation in a given domain than would be the case if protective processes were not operating " (p. 4).…”

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

“…Lewis (2011) is of the opinion that if the youth are taught moral virtues and have access to an enabling environment, they will eventually manifest the attributes of positive development. These positive attributes that are known as the 6 Cs are confidence, competence, connection, character, compassion and contribution (Jones et al, 2011;Zarrett & Lerner, 2008;Shek, 2006). A relationship exists between digital resilience and competence in specific performance areas such as social, academic, cognitive, health and vocational.…”

A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs

“…One particular context for evaluation is to assess programs that are built upon the same guidelines but designed by different organizations and implemented in different sites, such as the Tier (22,23) . It consists of two tiers of programs.…”