ABSTRACT
Classic theories and approaches in developmental psychology (in the RousseauPiaget tradition) often focus on deficiencies which indicate what children cannot yet do, in comparison to adults, and most of them are retrospective, starting with the “end point” as reference (Koops, 2004). Children cannot, for example, think in a formal operational way. Around 2000, a new vision and vocabulary emerged (e.g., Larson, 2000; Lerner, Dowling, & Anderson, 2003). Youth are considered as resources to be developed. The main focus shifted to young persons’ potential for successful, healthy, and positive development (Lerner et al., 2003; see also Fisher & Lerner, 2005; Lerner, Jacobs, & Wertlieb, 2005). Representatives of “positive development” describe problem solving, emotional regulation, and physical safety as foundational strengths for wellbeing. These foundational strengths constitute the positive underpinnings of early child health and development, as well as ongoing well-being throughout the life course (see e.g., Bornstein, Davidson, Keyes, & Moore, 2003; Mueller, et al., 2011). The approach on “positive youth development” is based on the understanding that all young people need support, guidance, and opportunities. With this support, they can develop self-assurance in four central areas that are considered as decisive for a happy, healthy, and successful life (National Clearinghouse on Families & Youth [NCFY], n.d.):
a sense of competence: being able to do something well;
a sense of usefulness: having something to contribute;
a sense of belonging: being part of a community;
a sense of power: having control over one’s future.
