The special issue addresses the pathways to positive youth development, the identification of individual and contextual factors that promote positive outcomes among young people. Specific focus will be on the school context and the context of youth at risk during periods of developmental transitions. The theoretical framework of the special issue is provided by the Positive Youth Development (PYD) perspective (Lerner, 2007) that has its basis in Relational Developmental System Theory (Overton, 2015), which in turn focuses on the importance of the interplay between individual characteristics and contexts. Accordingly, the relational theory argues that young people should be studied as a product of a two-way interaction between the individual and his or her environment. The basic idea is that young people will develop positively when their strengths (internal assets) are aligned with the resources in their environment (external assets). Thus, positive youth development outcomes, such as the 5Cs (competence, confidence, character, caring, connectedness), prosocial behaviours and other indicators of societal contribution will be more probable, while risky or problem behaviours (e.g., early school leaving, aggression, anxiety) will be less frequent among young people.
The special issue invites theoretical and empirical papers addressing positive youth development in different contexts, such as:
- School context (e.g. inclusive school climate, leadership, school type…)
- Developmental transition contexts (e.g. transition from lower to upper secondary school; from upper secondary school to university…)
- Migration context (e.g. migration background, minorities, refugees…)
- Language context (e.g. majority and heritage languages, multilingual youth).
- Ana Kozina (Educational Research Institute, Slovenia)
- Nora Wiium (Bergen University, Norway)
- 31.10.2020: Abstract submission (up to 250 words)
- 30.04. 2021: Full paper submission (between 5000 and 7000 words)
- September 2021: Publication