Exploring the role of the “Big Three” features of effective youth development programs in El Salvador: The sample case of programs of Compassion International

Abstract

Programs effective in promoting positive youth development (PYD) involve curricular features termed the Big Three: Positive and sustained adult–youth relationships; life-skill-building activities; and youth contribution and leadership opportunities. Data from 610 adolescents (50% female; M age = 16.39 years, SD = 1.83) enrolled in Compassion International-supported programs in El Salvador indicated that scores derived from a youth-report measure of the Big Three, established using data from Rwanda, manifested strong invariance and predicted both youth strengths and contribution. Qualitative interviews with 18 youth from these programs indicated that the Big Three were seen as present and enhancing their positive development. We discuss how future research using a quantitative–qualitative approach may provide deeper evidence about the practical application and promotion of PYD in youth programs.

Spirituality as a key asset in promoting positive youth development: Advances in research and practice

“…Programs effective in promoting PYD often have three key features, termed the "Big Three" by scholars and practitioners (Lerner, 2004;Tirrell et al, 2020Tirrell et al, , 2021): (a) positive and sustained relationships between youth and adults (such as a mentor, pastor, or teacher); (b) life-skill building activities (e.g., activities that enhance skills pertinent to selecting and optimizing goals or compensating effectively when goals are blocked); and (c) opportunities for youth to apply these skills in contributions to and leadership of valued family, school, and community activities. Furthermore, such programs must take place within a safe space (Tirrell et al, 2021). This sense of safety within PYD programs is holistic (i.e., it includes physical, psychological, and social-relational elements), and, for faith-based programs, it may be further enhanced by the spirituality of youth participants (Hay et al, 2024).…”

Hindsight in the 2020s: Looking back and forward to positive youth development and thriving.

“…Mentoring literature also points to the significance of caring, enduring relationships with adults who share similar interests with youth (see Eby et al, 2008). More recent findings resulting from the Compassion International Study of PYD suggest that youth feeling known and loved by caring adults predicts thriving outcomes (Tirrell et al, 2021).…”

Purpose in Life in Higher Education: Is There a Role for Service-Learning?

“…Furthermore, it is noteworthy that well-designed service-learning experiences have the potential to yield expected outcomes in terms of purpose of life among students, as they inherently integrate all three aspects emphasized by the 'Big Three' model, as described by Lerner and Lerner. The incorporation of (a) positive and sustained relationships, (b) activities promoting relevant life skills development, and (c) platforms for practical application of these skills within family, school, and community contexts, within the design of service-learning programs, can effectively contribute to the students' holistic growth and purpose development [25,26,28,29].…”