PYD Flashcards
Who is this aimed at
What is PYD - Sauce, year
Manifest > incapacity
“The (PYD) perspective emphasizes the manifest potentialities rather than the supposed incapacitiesof young people’ – including people from the most disadvantaged backgrounds and the most troubled histories” (Damon, 2004 p.15).
Challenge Defecit approach of PYD
Challenges the perspective of this deficit approach, which assumes students lack knowledge and are responsible for their failures.
looks past this idea of adolescence as a time of storm and stress and thinks why is that
Assets view
- The resources available to young people and the idea of development
Assets view makes sure the resources available are positive in terms of not aiming to fix negative qualities, rather find a use for it.
aims to pre empt self destructive tendencies
Developmental Assets (Sauce, year)
experiences, supports, and qualities that we provide for young people at home, at school, and in the community that will help them grow and develop.
broken into internal and extrnal Assets
Internal Assets
refers to personal characteristics
Behaviour
Discipline
Social Skills
External Assets
Assets that arent apart of the persons characteristics
Networks
Community links
Transfer of learning
time
Assets can contribute to current and future wellbeing
Having good social skills = being good at communicating weaknesses to teachers or better communicating strengths to emplores
5Cs
Computer, Con man, wire, player, love
Competence, Confidence, Conection, Character & Caring and Compasion
Use of 5Cs inPYD
5-Cs model useful for assessing PYD in sport contexts
ØFraser-Thomas & Côté, 2005
How to effectively do PYD
1 - 6
Match, locate, work, establish give, structure
- Matching pupils’ specific needs with programme objectives
- Locating project activities outside of the ‘normal’ school context
- Working closely with pupils to choose activities, set targets and review progress
- Establishing positive relationships between programme leaders, mentors and pupils
- Giving pupils the opportunity to work with (and for) others
- Structured pathways to enable sustained involvement in programme activities or complementary activities
How does Kathleen Armlour, 2012 show how the SSLFS
- Matching pupils’ specific needs with programme objectives
Try and think as well which of the 5Cs this links to
a common response from teachers was that it was important to select the ‘right’ pupils to participate.
They need to be students that can work together. And they need to be students ideally with similar issues or certainly with similar aspirations, because otherwise, you tackle activities that some of them don’t want to engage in. (Lead teacher, SSLfS)
How does Kathleen Armlour, 2012 show how SSLFS
- Locating project activities outside of the ‘normal’ school context
Try and think as well which of the 5Cs this links to
I think it was the off-site nature (that) was very important … the opportunity to do a different activity (not) part of the bread and butter of the PE curriculum … it makes the programme more attractive … and ensures that they turn up week after week. (Lead teacher, SSLfS)
How does Kathleen Armlour, 2012 show how HSBC and SSLFS describe
- Working closely with pupils to choose activities, set targets and review progress
Try and think as well which of the 5Cs this links to
The importance of giving young people a sense of belonging and ownership in programmes aimed at promoting positive youth development, and, in particular, of involving them in key decisions relating to their participation is widely reported
How does Kathleen Armlour, 2012 show how HSBC
- Establishes positive relationships between programme leaders, mentors and pupils
Try and think as well which of the 5Cs this links to
I think the mentors were absolutely terrific, they helped us do many things, and not only that, they became our friends. (Pupil, HSBC/OB)
How does Kathleen Armlour, 2012 show how HSBC and SSLFS
- Give pupils the opportunity to work with (and for) others
Try and think as well which of the 5Cs this links to
A large proportion of pupils were selected to participate in both the HSBC/OB and SSLfS programmes because of poor social skills, poor communication skills or perceptions of low confidence.
