Associate Professor/Extension Specialist Auburn University Auburn, Alabama, United States
The story program designers often tell about youth development tends to focus on problems and risks. However, positive youth development theory presents a different perspective. Instead of concentrating solely on challenges and negative outcomes, this theory emphasizes the strengths, assets, and potential of young people. Positive youth development (PYD) has become an important theory to use in program development. Several contemporary behavioral theories have been used to understand adolescent sexual risk behavior (SRB), including the theory of reasoned action, social cognitive theory, and theory of planned behavior. While these theories emphasize different behavioral predictors, they share similar themes in addressing SRBs in adolescents. PYD theory can also be employed as a theoretical guide to sexual education programs to reduce SRBs in adolescents, with demonstrably effective outcomes despite being underutilized. The theory highlights the importance of providing opportunities for young people to develop their skills, competencies, and positive qualities necessary to thrive and reach their full potential. In this poster, evidence that supports the explicit use of PYD theory as a guide to sexual education programs aimed at reducing SRB is reviewed. Additionally, the limitations and future directions for the use of PYD theory in reducing SRBs are illustrated. Ultimately, this poster aims to advocate for the deliberate integration of the PYD theory in sexual education programs for enhancing their effectiveness and promoting positive youth development.
Relevance Statement: Sexuality education has been identified to be a preventive tool for adolescents to learn about reproductive health and take full responsibility for their overall wellbeing (Bridges, & Hauser, 2014). Many sexuality education programs today have a strong emphasis on preventing sexually transmitted diseases (STDs) and teenage pregnancy, both of which can have serious health, social, and economic repercussions for adolescents (Gunawardena et al., 2019). In attempt to address the adverse health and social consequences of SRB, many sexuality education programs today have adopted the use of theory in understanding, and addressing the problem among adolescents (Vanwesenbeeck et al., 2021). The role and value of theory in programs has been pioneered by evaluation scientists to accomplish two major goals (Chen & Chen, 2005; Rogers et al., 2000). First, a theory outlines the key elements of a program intended to address a particular problem, including the expected outcomes of the intervention and the methods for assessing those outcomes. Secondly, it provides the rationale and assumptions that connect the program’s inputs and processes to outcomes and identifies the conditions essential for its effectiveness. One theory that has been utilized in programs and guides programming approaches is Positive Youth Development (PYD) theory, which has been shown to effectively reduce SRB in adolescents (PYD; Gavin et al., 2010; Chapman & Wilson-Werner, 2008). PYD theory aims to enhance adolescents' strengths in areas such as decision making, communication, and self-esteem in order to lower rates of undesirable outcomes like teen pregnancy, substance misuse, and academic failure (Rock et al., 2003). Using an asset or strengths-based approach, the PYD theory focuses on building adolescents’ strength such as competence, decision making, communication skills and self-esteem (Gavin et al., 2010).It is imperative to note that the key tenet of PYD theory is developing adolescents' strengths and assets by providing all the knowledge, skills, abilities, and experiences necessary to successfully make the transition from teenage years to adulthood (Catalano et al., 2013). Lerner et al. (2005) proposed the 5Cs: competence, confidence, connections, character, and caring, to ascertain the precise goals or outcomes for programs supporting PYD theory. The first C, which is competence, aims to improve participants' social, academic, cognitive, and professional competencies. The second C, fostering teenage confidence, includes objectives for enhancing adolescent self-worth, self-efficacy, personality, and future optimism. The third C, connections, is fostering and enhancing adolescent relationships with other individuals and institutions, like schools. The fourth C, which is character, denotes enhancing self-control, reducing participation in health-harming activities, cultivating reverence for cultural or communal norms and standards, a moral sense, and spirituality. Finally, the fifth C focuses on increasing teenagers' empathy and ability to connect with others. The theory's emphasis on strength development guides program processes to support adolescents in reaching their full potential (Lerner & Lerner, 2013). Ultimately, the poster aims to underscore the importance of using theory to enhance program development and effectively evaluate its impact. It specifically advocates for the deliberate integration of the PYD theory as an approach to enhance sexual education programs.
