The Developmental assets (DA) model is one of the leading framework derived
from the Positive Youth Development perspective. It acknowledges the importance
of addressing multiple factors in reaching positive development outcomes and
the abscence of different behaviour problems in children and youth, as well as
the necessity of involving several social domains when designing programs and
interventions, thus involving relevant subjects that affect the development of
children and youth (Benson, 2003; Catalano, Berglund, Ryan, Lonczak, & Hawkins,
2002; Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002; Shek, Sun, & Merrick,
2012). The DA model was developed at the end of 20th and the beginning of
21st century by the Search Institute research team lead by Peter Benson, and it
rests on the assumption that all children and youth need quality “building blocks”
in order to avoid different risks in their development and later adulthood, and to
reach positive development target goa...ls or outcomes (Benson, 1990; ..........
Source:
Problems and perspectives of contemporary education, 2021, 396-415
Publisher:
Institute for Educational Research, Belgrade, Serbia
Faculty of Philology, Peoples` Friendship University of Russia, Moscow, Russia
Faculty of Teacher Education, University of Belgrade, Belgrade, Serbia
Funding / projects:
Note. This book was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia (Contract No. 451-03-9/2021-14/200018)
TY - CHAP
AU - Popović-Ćitić, Branislava
AU - Bukvić Branković, Lidija
AU - Kovačević-Lepojević, Marina
PY - 2021
UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/3981
AB - The Developmental assets (DA) model is one of the leading framework derived
from the Positive Youth Development perspective. It acknowledges the importance
of addressing multiple factors in reaching positive development outcomes and
the abscence of different behaviour problems in children and youth, as well as
the necessity of involving several social domains when designing programs and
interventions, thus involving relevant subjects that affect the development of
children and youth (Benson, 2003; Catalano, Berglund, Ryan, Lonczak, & Hawkins,
2002; Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002; Shek, Sun, & Merrick,
2012). The DA model was developed at the end of 20th and the beginning of
21st century by the Search Institute research team lead by Peter Benson, and it
rests on the assumption that all children and youth need quality “building blocks”
in order to avoid different risks in their development and later adulthood, and to
reach positive development target goals or outcomes (Benson, 1990; ..........
PB - Institute for Educational Research, Belgrade, Serbia
PB - Faculty of Philology, Peoples` Friendship University of Russia, Moscow, Russia
PB - Faculty of Teacher Education, University of Belgrade, Belgrade, Serbia
T2 - Problems and perspectives of contemporary education
T1 - Developmental assets model: Implications for educational practice
EP - 415
SP - 396
UR - https://hdl.handle.net/21.15107/rcub_rfasper_3981
ER -
@inbook{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina",
year = "2021",
abstract = "The Developmental assets (DA) model is one of the leading framework derived
from the Positive Youth Development perspective. It acknowledges the importance
of addressing multiple factors in reaching positive development outcomes and
the abscence of different behaviour problems in children and youth, as well as
the necessity of involving several social domains when designing programs and
interventions, thus involving relevant subjects that affect the development of
children and youth (Benson, 2003; Catalano, Berglund, Ryan, Lonczak, & Hawkins,
2002; Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002; Shek, Sun, & Merrick,
2012). The DA model was developed at the end of 20th and the beginning of
21st century by the Search Institute research team lead by Peter Benson, and it
rests on the assumption that all children and youth need quality “building blocks”
in order to avoid different risks in their development and later adulthood, and to
reach positive development target goals or outcomes (Benson, 1990; ..........",
publisher = "Institute for Educational Research, Belgrade, Serbia, Faculty of Philology, Peoples` Friendship University of Russia, Moscow, Russia, Faculty of Teacher Education, University of Belgrade, Belgrade, Serbia",
journal = "Problems and perspectives of contemporary education",
booktitle = "Developmental assets model: Implications for educational practice",
pages = "415-396",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3981"
}
Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević-Lepojević, M.. (2021). Developmental assets model: Implications for educational practice. in Problems and perspectives of contemporary education
Institute for Educational Research, Belgrade, Serbia., 396-415.
https://hdl.handle.net/21.15107/rcub_rfasper_3981
Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M. Developmental assets model: Implications for educational practice. in Problems and perspectives of contemporary education. 2021;:396-415.
https://hdl.handle.net/21.15107/rcub_rfasper_3981 .
Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, "Developmental assets model: Implications for educational practice" in Problems and perspectives of contemporary education (2021):396-415,
https://hdl.handle.net/21.15107/rcub_rfasper_3981 .
