The Developmental Assets Model for Positive Youth Development and Social Contribution: A Qualitative Study of Spanish Undergraduates

Abstract

Relational developmental systems theory integrates a positive youth development (PYD) perspective on the transition to adulthood. Meanwhile, the developmental assets (DAs) model describes the personal and contextual resources that nurture PYD. This study examined the fulfillment of DAs and experience of social contribution in a sample of 23 Spanish undergraduates from seven universities (age range 18–25, Mage = 20 57, SD = 2 06). Data were collected from seven focus groups, each comprising undergraduate students from different academic years, universities, and degree programs. All interviews were conducted in Spanish for 50–65 min and comprised eight questions divided into three sections (internal assets, external assets, and social contribution and barriers). The results indicated that among internal assets, positive values, social competencies, and positive identity were important for adolescents. Additionally, the external asset of social support was a highly relevant resource. Regarding social contribution, the participants showed empathy towards the needs of the community and reported that helping others was rewarding. Clearly, the youth’s perspectives on their development should be considered while creating prevention and promotion programs that foster internal and external assetsThis research was funded by the Research, Development, and Innovation Projects of European Regional Development Fund in Andalusia 2014–2020, Grant Number UHU1259711, and by the Excellence Research Projects Fund of the Consejeria de Universidad, Investigacion e Innovacion of the Junta de Andalucia, Grant Number PROYEXCEL_ 00303. The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of the University of Huelva on 10 January 2019 (UHU1259711) for studies involving humansPsicología Social, Evolutiva y de la Educació