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Positive Adolescent Development

V We live difficult times, times of great uncertainty and contradictions which are the order of the day. And give you an example: we consistently complained about the lack of values \u200b\u200bof youth, hedonism and individualism, his search of the immediate, their irresponsibility and their lack in social issues, but at the same time we cry out to heaven when we look at the results obtained in the PISA report, and immediately criticize reproach-school-their inability to form in instrumental subjects, and excessive time spent on activities that have little or nothing to do with such matters. And even when bringing in the school curriculum some content related to values \u200b\u200beducation, some people put the outcry against what they believe are attempts by the state to interfere in what should be a task reserved for the family or the Church.

the reader to follow this blog regularly and have noticed I am not of that opinion. On the contrary, I believe that a quality school should be effective not only in academics but also to contribute to the integral formation of students and the development of social and emotional skills. And for a school to devote his effort and skills training in basic academic skills, social / emotional training forgetting, commits a clear negligence on the education of future generations of citizens. Therefore, I believe that the evaluation of educational quality should not cater exclusively to the achievement of performance standards.

The Positive Adolescent Development model in which we have been working past few years includes the moral values \u200b\u200bwithin the socio-emotional skills to promote the school (see here ). As standardized instruments for assessing these values \u200b\u200bare not as plentiful as there are to see if the objectives are achieved academic (math, language), we decided to develop and validate a scale for this purpose. The positive development model constructed from expert opinion was the starting point, to which was added a comprehensive review of existing studies on this topic.
Our scale was validated with a selected sample of 2400 adolescents in secondary schools in Andalusia, and is composed of 24 items are grouped in eight dimensions:

Prosociality (important actions designed to support, collaboration and care for other people).

social commitment (importance of active participation in the community: participation in voluntary associations, political groups, NGOs ...)

social justice and equality (interest in achieving a socially just and equal world )

Responsibility (conceived importance of taking personal responsibility for one's actions)

Integrity (Relevance given to action based on moral principles themselves)

Honesty (assessment of sincerity and truth disclosure)

Hedonism (importance given to the pursuit of pleasure itself above all other goals )

social recognition (relevance given to be socially recognized and admired
).

words, these are values \u200b\u200bthat are key elements for the promotion of Positive Adolescent Development as well as those that could be considered as counter-(hedonism and social recognition). These eight components are grouped into three subscales: social values, personal values \u200b\u200band individual values.
The scale has just been published and can be used by anyone who wants it.

Antolin, L., Oliva, A., Pertegal, MA and Lopez, A. (2011). Development and validation of a scale for positive adolescent development. Psicothema, 23, 153-159. (See here )