Developmental assets model: implications for educational practice

Abstract

In the paper Developmental assets model: Implications for educational practice authors Branislava Popović-Ćitić, Lidija Bukvić Branković, and Marina Kovačević Lepojević address the role of one of the leading frameworks derived from the Positive Youth Development perspective in fostering positive development outcomes and preventing different problems in the school context. Results of an assessment of developmental assets (DA) in the population of Belgrade elementary school students are presented and discussed, with special focus on different elements of the model relevant for the educational practice, as well as on the implications of the research data for developing a community that fosters external and internal strengths in young people and supports their overall positive development. The authors discuss the use of the DA model as a tool for assessing the educational community and prioritizing the assets that are underdeveloped in a specific geographic locality, for assessing risk groups of students, as well as a basis for the creation of a network of providers by mapping various community resources that can contribute to the positive development outcomes of young people. The paper shows that the DA model offers many advantages and practical opportunities for empowerment of the educational community and is often recognized in this setting. The DA model provides educational practice with the opportunity to implement the strength-oriented approach into their practice and support the transformation of the school paradigm in reaching not only good school achievement in students but supporting the development of successful, thriving and problem-absent individuals.