Positive youth development in Portugal : interactions with psychosocial variables

Posi i e you h de elopmen in Po ugal: In e ac ions wi h psychosocial a iables 1 MedDocs Publishe s Recei ed: Ma 23, 2018 Accep ed: May 20, 2018 Published Online: May 25, 2018 Jou nal: Jou nal o Psychia y and Beha io al Sciences Publishe : MedDocs Publishe s LLC Online edi ion: h p://meddocsonline.o g/ Copy igh : © Gaspa de Ma os M (2018). This A icle is dis ibu ed unde he e ms o C ea i e Commons A ibu ion 4.0 In e na ional License *Co esponding Au ho (s): Ma ga ida Gaspa de Ma os Facul y o Human Medicine, Ins i u e o En i onmen al Heal h, Facul y o Medicine, WFH / Uni e si y o Lisbon, Es ada da Cos a 1495-688 C uz Queb ada, Po ugal. Tel: + 351-21-414-91-52 Email: mma [email p o ec ed], ma ga ida.gaspa [email p o ec ed] Jou nal o Psychia y and Beha io al Sciences Open Access | Resea ch A icle Keywo ds: De elopmen al asse s; Fi e Cs; Posi i e you h de- elopmen sho o m (PYD-SF); Psychosocial a iables Ci e his a icle: Gaspa de Ma os M, San os T, Reis M, Ma ques A. Posi i e you h de elopmen in po ugal: In e ac ions wi h psychosocial a iables. J Psychia y Beha Sci. 2018; 1: 1005. Abs ac Objec i es: Posi i e You h De elopmen - PYD pe spec- i e has highligh ed he need o s eng hen in e nal/ex e - nal de elopmen al asse s in you h’s con ex s. Li e a u e sugges s he impo ance o se e al psychosocial a iables o he imp o emen o posi i e ou comes in you hs, c u- cial o la e in adul hood. The p esen s udy examined he associa ions o PYD and i s dimensions wi h psychosocial a iables. Me hods: Th ough an online su ey, 2700 Po uguese you hs (73.3% emales), wi h a mean age o 21.3±2.79 yea s old we e included. Resul s: The esul s showed ha , gene ally, he e is a endency o psychosocial a iables, such as Resilience, Sel - egula ion, Anxie y, Pe cei ed School Pe o mance, Goals and Aspi a ions, and Li e E en s Scale, o ha e a signi ican impac on PYD To al sco e and i s i e dimensions: Con i- dence, Compe ence, Connec ion, Ca ing and Cha ac e (wi h excep ions in speci ic sub-dimension o scales). Conclusion: Such indings ein o ce he ele ance o s udying posi i e indica o s o you h de elopmen and d aws addi ion o po en ial p o ec i e ac o s, such as he dynamic in e dependence be ween psychosocial a iables. Mo e knowledge in his a ea can help heal h/educa ion p o- essionals and policy-make s o be e plan in e en ions/ policies, aiming an in eg al heal hy pe spec i e o you hs, based on in e disciplina y and ansdisciplina y wo k. Thus, di e en con ex s a e sugges ed o be aken in o accoun and se ices would bene i om ein o cemen s in he en- i onmen s whe e you hs spend hei ime, namely amily, school and communi y se ings. Ma ga ida Gaspa de Ma os1,2,3*; Te esa San os1,2,4; Ma a Reis1,2; Adilson Ma ques1,2 1Facul y o Human Mo ici y, Uni e si y o Lisbon, Po ugal 2Ins i u e o En i onmen al Heal h, Uni e si y o Lisbon, Po ugal 3INSERM/Uni e si y Paul Saba ie , F ance 4William James Cen e o Resea ch, ISPA - Ins i u o Uni e si á io, Lisboa, Po ugal MedDocs Publishe s 2 Jou nal o Psychia y and Beha io al Sciences In oduc ion Du ing he pas cen u y, you h’s s udies we e mainly based on isk beha iou s and on a “de ici pe spec i e” and he concep o posi i e de elopmen was basically de ined by he absence o dec ease o p oblems [1]. Howe e , ocusing you h p og ams and in e en ions mos ly on isks and ulne abili ies may ha e limi ed impac , and he s udy o posi i e indica o s o you h de- elopmen has signi ican ly imp o ed [2]. S eng h-based mod- els ha capi alized human plas ici y began o be implemen ed [3], aiming o be empowe ing and e ec i e in di e se con ex s [4]. Such models we e based on se e al heo e ical amewo ks [5], as o example he Posi i e You h De elopmen -PYD, which highligh ed he impo ance o s eng hening in e nal and ex- e nal de elopmen al asse s comp ised in he social ecology o you h’s ne wo ks and oppo uni ies [5,6]. Posi i e indica o s such as he Model o he Sea ch Ins i u e’s De elopmen al As- se s (40, comp ised on ex e nal and in e nal asse s) [7] and he Fi e Cs model o PYD (Compe ence, Con idence, Cha ac e , Con- nec ion and Ca ing) [8-11] we e ex ensi ely s udied. The wo ldwide g owing ocus on posi i e you h de elop- men among esea che s and p ac i ione s implies ha global PYD pe spec i es in di e en coun ies and cul u es a y. And, i is impo an o add ess i uniqueness [12,13], o be e de-[12,13], o be e de- elop and ansla e esea ch in o con ex -sensi i e in e en- ions and policies. Li e a u e s a ed ha when young people’s de elopmen al asse s a e in line wi h he human and s uc u al esou ces in i s con ex , posi i e de elopmen is acili a ed. Ac- co dingly, an adap i e de elopmen al egula ion p ocess akes place and you hs can con ibu e o he de elopmen o bo h hemsel es and he socie y [9]. Adolescence and ansi ion o adul hood a e c i ical momen s o he es ablishmen o heal h beha iou clus e ing and heal h ajec o ies ha implica e la e well-being [14,15]. Ne e heless, o achie e heal h beha io s and posi i e you h de elopmen , i is needed a g owing sequence o a ious psy- chosocial a iables since ea ly childhood which need o emain ela i ely s able ac oss he li e span. Sel - egula ion has a pi o - al ole in human unc ioning, b inging psychological p ocesses such as mo i a ion o a en ion in a desi ed s a e, despi e in- cen i es owa ds a di e en one. I is a mechanism ha helps o cope wi h e e yday li e demands and in he success ul eso- lu ion o de elopmen al c ises, h ough ac i a ion, moni o ing and inhibi ing [16]. I is posi i ely associa ed wi h well-being [17], posi i e adap a ion [18], and se e al posi i e ou comes in adul hood [19]. In addi ion, i is conside ed a key psychoso- cial ac o ha may educe u u e heal h isk beha iou s ac oss mul iple domains [20], and lead o posi i e you h de elopmen , ac ing as a s ong p edic o [21]. Fu he mo e, he abili y o lea n om mis akes (sel - egula ion) was pinpoin ed as a obus p edic o o coping, con idence, enaci y, adap a ion and ol- e ance o nega i e si ua ions ( esilience), and is i one o he mos impo an p o ec i e ac o s in connec ion wi h esilience. Resea ch on esilience e e s o i as he managemen o adap posi i ely despi e he expe ience o ad e si y, as a way o o e - come a isk [22], and i is closely linked wi h he pa adigm o PYD in he ield o p e en ion [23,24]. Bo h a iables ha e a signi ican and posi i e ela ionship [11,25]. The li e a u e also highligh ed ha sel -con ol s a egies ha e an associa ion wi h anxie y and academic achie emen . They may p edic less eac-may p edic less eac- i i y and mo e adap i e esponses o s ess in daily p ocesses, sugges ing posi i e e ec s [26]. In addi ion, hey a e a majo ac o o academic achie emen and his is a he ele an , once low academic achie emen can lead o isk o social ex- clusion [27], and i is a powe ul p edic o o well-being, linked omen al heal h [12]. Ye , pa en ing s yles, amily s uc u e, eache and pee ela ions a e also impo an as p o ec i e ac- o s [25]. You hs ha a e in ol ed in con ex s ha can p o ide posi i e esou ces such as amily, schools and communi ies end o show mo e likely e idence o posi i e de elopmen and less likely nega i e ou comes [12]. Thus, no single ac o p omo es esilience in isola ion [25], no a single p og am o s a egy p o-single p og am o s a egy p o- ides all you h de elopmen oppo uni ies and suppo o be- ing success ul [12]. Taking in o accoun his heo e ical backg ound, he need o s udy coun y-speci ici ies and conside ing he lack o s udies a emp ing o cap u e he dynamic ela ions be ween you h and hei con ex [28], he p esen s udy was ca ied ou in he scope o a b oade esea ch conduc ed on Po uguese you hs in he a ea o PYD. This speci ic one aims o examine he associa- ions and he impac o psychosocial a iables (Sel - egula ion, Resilience, Anxie y, Pe cei ed school pe o mance, Li e E en s and Goals/Aspi a ions) and) in PYD-SF-PT o al sco e and in i s speci ic i e dimensions (Con idence, Compe ence, Connec ion, Ca ing and Cha ac e ). Ma e ials and me hods S udy design, pa icipan s and p ocedu e The esea ch was conduc ed simul aneously wi h he Be Posi i e p ojec [29], a c oss-sec ional s udy and a pa o he local na ional su ey Heal h Beha iou in School-aged Child en (HBSC/WHO) [30] ex ended o Po uguese Uni e si ies (HBSC/ JUnP). The HBSC/JUnP ollowed all he ules o esea ch ou - lined in 2008 by he Wo ld Medical Associa ion Decla a ion o Helsinki, and was app o ed by he E hics Commission o he Medicine Academic Cen e o Lisbon o he Facul y o Medicine, Uni e si y o Lisbon. The Be Posi i e s udy esul s om a Po uguese pa ne ship wi h he Posi i e You h De elopmen c oss-na ional p ojec (h p://www.uib.no/en/ g/sipa/pydc ossna ional), which aims o: 1) examine he ex en o which de elopmen al (in e nal and ex e nal) asse s a e accessible o young people in di e en na ional con ex s; 2) unde s and how hese asse s can be e- la ed o posi i e you h ou comes, such as he “5Cs” o PYD (i.e., con idence, compe ence, cha ac e , ca ing and connec ion) and h i ing indic o s (e.g., school success, alues di e si y, esis s dange and exhibi leade ship); 3) highligh how posi i e ou - comes a e associa ed o young people’s con ibu ion o he de- elopmen o he sel and o he in ol ing socie y. In he p esen s udy pa icipa ed a o al o 2700 you hs (26.7% males; 73.3% emales) had a mean age o 21.3 yea s (SD=2.79), anging om 16 o 29 yea s old. Mos o he pa ici- pan s had Po uguese na ionali y (96.8%), we e bo n in Lisbon (33.4%), we e li ing in an u ban a ea (46.4%), we e g adua e s uden s (63.5%) and had a middle Socioeconomic S a us (SES) le el (67.7%). Table 1 p esen s wi h mo e de ail he socio-de- mog aphic cha ac e is ics o he pa icipan s. Da a collec ion was pe o med using an online su ey and he Lime su ey pla o m. P io o da a collec ion, he pu pose o he s udy was in o med o you hs and in o med consen s we e ob ained. In o med consen om pa en s was sough as well, when necessa y. Con iden iali y o he esponses o he ques- ionnai e and du ing he da a p ocess was assu ed o you hs. 3 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s Measu es and ins umen s All he measu es we e ob ained in a single sel - epo ed ques- ionnai e, composed o se e al pa s ha ook app oxima ely 45 minu es o espond. The i s one included he ins uc ions and in o med consen . The second pa included he socio de- mog aphic cha ac e iza ion, namely age, gende , geog aphic egion, na ionali y, and educa ion le el. Finally, he hi d pa con ained ques ions ela ed o he you h himsel and o he s, comp ising he assessmen o Posi i e You h De elopmen -PYD and psychosocial a iables such as Resilience-RES, Sel - egu- la ion-SR, Anxie y-STAI-T, Pe cei ed School Pe o mance-PSP, Goals and Aspi a ions-GA, and Li e E en s Scale-LES. De ailed in o ma ion on hese measu es and ins umen s is desc ibed in Table 2. Da a analysis Da a om Lime su ey was ans e ed o an elec onic da a ile. All a iables we e checked o da a inaccu acy by unning SPSS equencies, and a e wa ds, an analysis on missing alues was conduc ed. Desc ip i e analysis (means, s anda d de ia- ion and pe cen age) we e used o cha ac e ize he sample. All da a we e es ed o no mali y p io o any analyses using Kol- mogo o -Smi no es s, as well as Le ene’s es o he homo- genei y o he a iance. A linea eg ession was pe o med o e alua e he impac o he psychosocial a iables in PYD, o he o al g oup o you hs. All s a is ical analyses we e comple ed using he SPSS 24.0 (S a is ical Package o Social Sciences) and he signi icance le el was se a p<0.05. Resul s The 2700 included adolescen s (26.7% males; 73.3% emale) had a mean age o 21.3 yea s (SD=2.79). The desc ip i es o all he psychosocial a iables included in his s udy a e p esen ed in Table 3. Highe sco es indica e highe le els o Posi i e You h De elopmen , Resilience, Sel - egula ion, Anxie y, Pe cei ed School Pe o mance, Goals and Aspi a ions, and Li e E en s Scale ( aking in o accoun each spe- ci ic minimum and maximum sco e o he scale o i s dimen- sion) (Table 3&4). Fo PYD-SF-PT To al sco e [F(16,2683)=54.527, p<0.001, R2=.241] a model was achie ed. All he psychosocial a iables had a signi ican ly associa ion, wi h he excep ion o Sel -Reg- ula ion Sho Te m, Resilience-Sel -awa eness and Li e E en s Scale. Wha conce ns he dimension Con idence o PYD-SF-PT [F(16,2683)=27.450, p<0.001, R2=.136] a model was achie ed. All he psychosocial a iables had a signi ican ly associa ion, wi h he excep ion o Sel -Regula ion Sho Te m, Resilience- Sel -awa eness and Nega i e Li e E en s. Fo he dimension Compe ence o PYD-SF-PT [F(16,2683)=20.283, p<0.001, R2=.103] a model was achie ed. All he psychosocial a iables had a signi ican ly associa ion, wi h he excep ion o Goals and Aspi a ions and Nega i e Li e E en s. In ela ion o he dimension Connec ion o PYD-SF-PT [F(16,2683)=71.750, p<0.001, R2=.295] a model was achie ed. All he psychosocial a iables had a signi ican ly associa ion, wi h he excep ion o Sel -Regula ion Long Te m, Resilience- Empa hy, Resilience-Coope a ion/Communica ion, Resilience- Sel -awa eness and Resilience-Objec i es/Aspi a ions. Fo he dimension Ca ing o PYD-SF-PT [F(16,2683)=71.750, p<0.001, R2=.212] a model was achie ed. All he psychosocial a iables had a signi ican ly associa ion, wi h he excep ion o Sel -Regula ion Long Te m, Resilience-Empa hy, Resilience- Coope a ion/Communica ion, Resilience-Sel -awa eness and Resilience-Objec i es/Aspi a ions. Wha conce ns he dimension Cha ac e o PYD-SF-PT [F(16,2683)=30.819, p<0.001, R2=.150] a model was achie ed. In his dimension only he psychosocial a iables Sel - egula ion long and sho e m, Resilience-Empa hy, Pe cei ed School Pe - o mance, Goals and Aspi a ions, and Posi i e Li e e en s shown a signi ican associa ion. Discussion O e all, he p esen esul s ha e shown ha gene ally, psy- chosocial a iables ha e a signi ican impac o PYD-SF-PT o al sco e and i s dimensions, wi h he excep ion o he dimension Cha ac e , whe e less signi ican a iables. The e is a endency o highe sel - egula ion, esilience, pe cei ed school compe- ence, goals/aspi a ions and posi i e e en s o be signi ican ly associa ed wi h highe PYD. On o he side, less anxie y and nega i e li e e en s seems o be signi ican ly associa ed wi h lowe esul s o PYD. Such indings ein o ce he ele ance o hese a iables o Posi i e You h De elopmen [10,17-19- ,21,23], and sugges an dynamic in e dependence be ween hem [11,12,25,26]. This in e dependence is in ag eemen wi h he sugges ions in he li e a u e ha no single ac o p omo es esilience in isola ion, no a single p og am o s a egy p o ides all you h de elopmen oppo uni ies and suppo o being suc- cess ul [12,25]. In a gene al iew, he linea eg ession models e idences ha he p omo ion o sel - egula ion, esilience pe - cei ed school pe o mance, o pu sui goals and aspi a ions, along wi h he educ ion o anxie y and nega i e li e e en s, can ha e a ele an impac o imp o ing posi i e you h de elop- men in you hs. Such indings suppo he need o con inuously s udying posi i e indica o s, and o o i y in e nal and ex e nal de elopmen al asse s [5,6], as i is p oposed in he li e a u e o he las wo decades [2]. The p esen esul s a e also in line wi h ecen heal h ecommenda ions, namely he need o include psychosocial ac o s in complemen o heal h indica o s [31]. Mo eo e , esul s a e, as well in acco dance wi h li e a u e, poin ing ou he ele ance o s eng h-app oaches (as he PYD) and psychosocial ac o s o imp o e posi i e ou comes [4,5,9]. Globally, i is expec ed ha he p esen indings can help e- sea che s, educa o s and p ac i ione s o be e unde s and he in e ac ion be ween he s udy psychosocial a iables and PYD in you hs. Addi ionally, hese esul s may se e as a guide o plan in e en ions ha could help he cons uc ion o a sup- po i e con ex o you hs, aiming o dec ease hei anxie y, and o imp o e hei compe ences o sel - egula ion, esilience, pe - cei ed school pe o mance and o be e a ain goals and expec- a ions. Howe e , while planning in e en ions, i mus be aken in o accoun ha posi i e you h de elopmen is, basically, jus an app oach and no a pa icula cu iculum o p og am. This means ha such p ac ices can be added o p og ams designed o achie e, mo e likely, one o mo e posi i e ou comes [32]. The e o e, i would be aluable o wo k on essen ial aspec s o hese a iables, namely o se ealis ic goals and lea ning om mis akes; o inc ease sel -con ol s a egies ( hough s, emo- ions, impulses and beha iou ); o wo k on you h’s s eng hs; o dec ease anxie y and encou age posi i e adap a ion, ha can help o cope posi i ely wi h ad e se si ua ions, so ha an op i- mis ic li e plan can be buil , and make i easy o achie e a happy and heal hy li e [18]. Las ly, i is c ucial o emind ha you hs a e he mos im- po an asse s in he wo ld and i is impo an o con inue he s udies o he iden i ica ion o indica o s o posi i e you h de elopmen . Because, when a posi i e de elopmen occu s, you hs can powe hemsel es, amilies, communi ies and soci- e ies, and hese e ec s can ha e po en ial bene i s o he nex gene a ions. Thus, o in es in you hs can ep esen a highly cos -e ec i e oppo uni y owa ds posi i e changes [13]. Limi a ions and s eng hs This s udy shows some limi a ions and he esul s need o be in e p e ed wi h he ollowing issues in mind. Recall bias migh be in oduced h ough sel - epo , and some you hs may be unde - ep esen ed, due o he g oup’s he e ogenei y. The c oss-sec ional design o he s udy p ecludes in e ences conce ning causali y and longi udinal da a would be needed. Howe e , he p esen s udy has nume ous s eng hs, namely including sel - epo s om a la ge sample o you hs and wi h well-de elopmen ally app op ia e measu es, based on bo h in e na ional p ojec s, namely he Posi i e You h De elopmen c oss-na ional p ojec and he in e na ional su ey Heal h Be- ha iou in School-aged Child en (HBSC/WHO), in i s ex ension o Po uguese Uni e si ies (HBSC/JUnP). In addi ion, i b ings no el y b inging da a o inc ease he unde s anding on he in- e ac ion o se e al ele an psychosocial a iables epo ed in he li e a u e, o posi i e you h de elopmen . Implica ions o esea ch, policy and p ac ice In o hcoming s udies i would be impo an o eplica e he p esen s udy a iables in speci ic popula ions and o include o he clinical/psychosocial a iables, aiming o inc ease he knowledge o such in e ac ions in you hs. Also he eplica ion in o he coun ies would be in e es ing o be e unde s and cul u al sensi i i y-issues. Addi ionally, i can be sugges ed o wo k on he iden i ica ion and de elopmen o c oss-cul u al and coun y-le el adap able measu es o key skills and common indica o s o posi i e you h de elopmen . This would allow an e ec i e compa ison ac oss p og ams and coun ies, wo king owa ds a consensual in e na ional amewo k in his a ea, which is also s a ed in he li e a u e [12,33]. Conside ing he limi a ions desc ibed be o e, i would be also impo an o conduc longi udinal s udies using mixed me hods app oaches, and o inc ease, as well, an e alua ion o in e en- ions in holis ic you h p og ams, o be e unde s and success and a eas needing imp o emen , and o b ing e idenced-based esea ch. The knowledge de i ed om hese da a may p o ide guidance and suppo o social policies and mo e e ec i e p o- g ams, once he in es iga ion o how holis ic in e en ions can help u he PYD needs, mus be a p io i y o esea che s, poli- cymake s and p ac i ione s. To plan holis ic in e en ions comp ising se e al indica o s/ a iables, wi hin an in e disciplina y and ansdisciplina y wo k and an in eg a i e pe spec i e is needed. Beyond educa o s and p ac i ione s, you hs should be also included in he p ocess, in o de o hea hei “ oices” and because i is ecognized ha au ho ship p omo es you h’s sel - egula o y capaci ies and he success ul you hs may be models and examples in hei own communi ies. All con ex s should be aken in o accoun and se ices would bene i om links and ein o cemen s in he 4 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s en i onmen s whe e you hs spend hei ime, namely amily, school and communi y se ings [12]. Conclusion This s udy examine he associa i ons o PYD and i s dimen- he associa ions o PYD and i s dimen- sions wi h psychosocial a iables in Po uguese you hs. The e- e- sul s showed ha , gene ally, he e is a endency o psychoso- cial a iables o ha e a signi ican impac on PYD. Such indings ein o ce he ele ance o s udying posi i e indica o s o you h de elopmen . In addi ion, i d aws a en ion o po en ial p o- ec i e ac o s o a posi i e you h de elopmen , such as he dy- namic in e dependence be ween psychosocial a iables. Mo e knowledge in his a ea can help heal h/educa ion p o essionals and policy-make s o be e plan in e en ions/policies, aiming an in eg al heal hy pe spec i e o you hs, based on in e disci- plina y and ansdisciplina y wo k. Au ho ’s con ibu ions MGM and TS concei ed he s udy, pa icipa ed in i s design and coo dina ion, d a and au ho ed he manusc ip . MR con- duc ed he online su ey and he da a collec ion. AM and DG helped o pe o m s a is ical analyses, pa icipa ed in he s udy design, in e p e a ion o da a and helped o d a manusc ip e- isions. All au ho s ha e ead and app o ed he inal manusc ip . Funding The esea ch leading o his publica ion was co- unded by di - e en pa ial suppo s such as he Founda ion o Science and Technology (FCT) (G an s - Ma ga ida Gaspa de Ma os: SFRH/ BSAB/135160/2017; Ma a Reis: SFRH/BPD/110905/2015; Te- esa San os: SFRH/BD/82066/2011/J51280474607), WJCR/ISPA, Ins i u o Uni e si á io; ISAMB, FML/Uni e si y o Lisbon; FMH/ Uni e si y o Lisbon. The William James Cen e o Resea ch, ISPA - Ins i u o Uni- e si á io is suppo ed by a g an om he Po uguese Foun- da ion o Science and Technology (FCT) (G an Numbe : UID/ PSI/04810/2013). To al G oup N=2700 Socio-demog aphic cha ac e is ics Age (yea s) (M±SD) 21.30±2.79 Gende (%) Male 26.7 Female 73.3 Socio-Economic S a us-SES (%) Low 13.1 Medium 67.7 High 19.2 Tables Table 1: Socio-demog aphic cha ac e is ics o he o al g oup o you h. 5 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s Table 2: Measu es and ins umen s. Sociodemog aphic Va iables Age Mín: 16 - Máx: 29 (Yea s Old) Gende 1=Boy; 2=Gi l Na ionali y 1=Po uguese; 2=O he s Educa ional Le el 1=Seconda y; 2=G adua e; 3=Mas e Socio Economic S a us - SES 1=Low; 2=Middle; 3=High Psychosocial Va iables Name Psychosocial Measu e Sho Desc ip ion Posi i e You h De elop- men -PYD, Sho Fo m, Po uguese Reduced Ve - sion (PYD-SF-PT) [1,9,34] Posi i e You h De el- opmen (5 Cs: Con idence, Compe ence, Con- nec ion, Ca ing and Cha ac e ) The o iginal e sion o PYD scale was de eloped using da a om he 4-H S udy in • i s di e en wa es, which p oposed and es ed a highe -o de measu e o PYD, consis ing o a i e i s -o de la en cons uc s, each ep esen ing one o he Fi e Cs o PYD; The 78 i ems om he o iginal scale we e d awn and adap ed om se e al ques-• ionnai es. Mo e ecen ly, a sho e e sion o his scale (wi h 34 i ems) was de eloped - he Posi i e You h De elopmen Sho Fo m (PYD-SF); In he p esen s udy, he PYD-SF was ansla ed om he o iginal English e sion • in o Po uguese language (and back ansla ion), and a educed e sion (20 i ems) showing easonable psychome ic p ope ies was used; Highe sco es indica e highe le els o PYD.• Heal hy Kids Resilience Assessmen Module (RES) [35-37] Resilience (2 dimensions: ex e nal and in e nal esou ces). 18 i ems answe ed on a 4-poin scale;• Ranges om 18 o 72;• Highe sco es indica e highe le els o compe ences, p o ec ion and esilience o • ad e si y; In his s udy i was used he Po uguese Ve sion o he ques ionnai e and i was • only conside ed he in e nal esou ces dimension. Adolescen Sel -Regula o y In en o y-ASRI (SR) [38,39] Sel - egula ion (2 dimensions: Sho e m-SR-ST and Long e m-SR-LT). 43 i ems answe ed on a 5-poin Like scale;• Ranges om 36 o 180;• Highe alues indica e be e compe ences o sel - egula ion;• In his s udy he ins umen was ansla ed om he o iginal English e sion in o • Po uguese language. I was hen e ised by a g oup o specialized expe s wi hin his ield and a p e- es wi h a g oup o s uden s was conduc ed in schools. S a e-T ai Anxie y In en- o y (STAI-T) [40,41] Anxie y (2 dimensions: s a e- anxie y and ai - anxie y). Two subscales: Y-1 (s a e-anxie y) and Y-2 ( ai -anxie y), each one comp ising • 20 i ems. S a e-anxie y e lec s answe s ela ed o eeling anxie y in a speci ic momen , whe eas ai -anxie y o usually eel anxie y. 40 i ems answe ed on a 5-poin scale;• In his s udy i was used he Po uguese Ve sion o he ques ionnai e and only • he i ems o he T ai dimension we e included ( anging om 20 o 100); Highe sco es indica e highe le el o anxie y.• Pe cei ed School Pe o - mance (PSP)[42] Pe cei ed School Pe o mance Single i em measu e, whe e young people we e asked abou wha , in hei • opinion, hei class eache (s) hink(s) abou hei school pe o mance compa ed o hei classma es; This measu e is a consis en and s ong p edic o o heal h and well-being [44];• Responden s we e asked o a e hei answe s on a a ing scale om 1 o 4( e y • good o below a e age). Goals and Aspi a ions (GA) [42] Goals and Aspi a ions Single i em measu e, whe e young people we e asked abou hei aspi a ion and • goals o he u u e; Responden s we e asked o a e hei answe s on a a ing scale om 1 o 4( e y • good o below a e age). Reduced and adap ed e sion o he Li e E en s Scale (LES) [37,43] Li e E en s (Nega i e and Posi i e) Fo each e en , he esponden s a e in i ed o indica e: (a) i hey ha e expe i-• enced each e en in he pas yea ; (b) whe he hey classi ied he e en as a good o a bad one; (c) he e ec o impac o he e en in ones’ li e (sco ed in a poin -Like scale anging om 1=None o 4=A lo ); In he p esen epo only 12 e en s we e selec ed, enden iously e lec ing 6 • posi i e si ua ions and 6 nega i e si ua ions, ha we e sepa a ely summed and a sco e o each one was used. 6 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s Table 3: Desc ip i e o he psychosocial a iables and PYD-SF-PT (To al Sco e and i s dimensions) in Po uguese you hs. YOUTHS Psychosocial a iables M±SD Range Minimum-Maximum (Numbe o i ems) SR1 - To al 143.80±18.18 43-215 (43) SR1 - Long Te m 84,21±12.62 24-120 (24) SR1 - Sho Te m 59.59±9.21 19-95 (19) RES2 - To al 55.58±8.03 18-72 (18) RES2 - Empa hy 9.16±1.89 3-12 (3) RES2 - P oblem Sol ing 8.41±2.38 3-12 (3) RES2 - Sel -e icacy 9.22±1.94 3-12 (3) RES2 - Coope a ion/Communica ion 8.81±1.83 3-12 (3) RES2 - Sel -awa eness 9.54±1.88 3-12 (3) RES2 - Objec i es and Aspi a ions 10.44±1.80 3-12 (3) STAI-T-S a e-T ai Anxie y In en o y,T ai 45.24±9.23 20-100 (20) PSP - Pe cei ed School Pe o mance 2.83±0.77 1-4 (1) GA - Goals and Aspi a ions 3.32±0.74 1-4 (1) LES - Li e E en s, Nega i es 1.40±1.34 1-4 (1) LES - Li e E en s, Posi i es 1.78±1.74 1-4 (1) PYD-SF-PT3 and i s dimensions M±SD Range Minimum-Maximum (Numbe o i ems) PYD-SF-PT3 - To al Sco e 75.47±9.21 20-100 (20) PYD-SF-PT3 - Con idence 14.35±3.42 4-20 (4) PYD-SF-PT3 - Compe ence 14.56±3.33 4-20 (4) PYD-SF-PT3 - Connec ion 13.57±2.91 4-20 (4) PYD-SF-PT3 - Ca ing 16.73±2.50 4-20 (4) PYD-SF-PT3 - Cha ac e 16.26±2.78 4-20 (4) 1SR: Sel -Regula ion; 2RES: Resilience; 3PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion. 7 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s YOUTHS Va iables B SE B β PYD-SF-PT3To al Sco e SR1 - Long Te m 0.101 0.015 0.139*** SR1 - Sho Te m 0.024 0.020 0.024 RES2 - Empa hy 0.551 0.093 0.113*** RES2 - P oblem Sol ing 0.460 0.079 0.119*** RES2 - Sel -e icacy 0.364 0.116 0.077** RES2 -Coop/Communica ion 0.435 0.102 0.086*** RES2 - Sel -awa eness -0.031 0.135 -0.006 RES2 - Objec /Aspi a ions -0.753 0.190 -0.147*** STAI-T - Anxie y -0.201 0.020 -0.202*** PSP - Pe c. School Pe 0.640 0.212 0.054** GA - Goals and Aspi a ions 1.822 0.471 0.146*** LES - Li e E en s, Nega i es 0.118 0.131 0.017 LES - Li e E en s, Posi i es 0.136 0.107 0.026 R2.241 F54.527*** PYD-SF-PT3 Con idence SR1 - Long Te m 0.006 0.083 3.670*** SR1 - Sho Te m -0.001 0.008 -0.001 RES2 - Empa hy -0.134 0.037 -0.074*** RES2 - P oblem Sol ing 0.102 0.031 0.071** RES2 - Sel -e icacy 0.149 0.046 0.085** RES2 -Coop/Communica ion 0.150 0.040 0.080*** RES2 - Sel -awa eness -0.022 0.054 -0.012 RES2 - Objec /Aspi a ions -0.394 0.075 -0.207*** STAI-T - Anxie y -0.090 0.008 -0.242*** PSP - Pe c. School Pe 0.341 0.084 0.078*** GA - Goals and Aspi a ions 0.583 0.187 0.126** LES - Li e E en s, Nega i es 0.077 0.052 0.030 LES - Li e E en s, Posi i es -0.189 0.042 -0.096*** R2.136 F27.450*** Table 4: Summa y o linea eg ession esul s o PYD-SF-PT (To al Sco e and i s dimensions), and psycho- social a iables in Po uguese you hs, con olling by gende , age and Socio Economic S a us - SES. 8 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s PYD-SF-PT3Compe ence SR1 - Long Te m 0.037 0.006 0.139*** SR1 - Sho Te m -0.019 0.008 -0.051* RES2 - Empa hy -0.106 0.037 -0.060** RES2 - P oblem Sol ing 0.164 0.031 0.117*** RES2 - Sel -e icacy 0.134 0.046 0.078** RES2 -Coop/Communica ion 0.171 0.040 0.094*** RES2 - Sel -awa eness -0.115 0.053 -0.065* RES2 - Objec /Aspi a ions -0.196 0.075 -0.106** STAI-T - Anxie y -0.058 0.008 -0.159*** PSP - Pe c. School Pe 0.240 0.084 0.056** GA - Goals and Aspi a ions 0.311 0.185 0.069 LES - Li e E en s, Nega i es 0.041 0.052 0.016 LES - Li e E en s, Posi i es -0.153 0.042 -0.080*** R2.103 F20.283*** PYD-SF-PT3 Connec ion SR1 - Long Te m -0.005 0.005 -0.020 SR1 - Sho Te m 0.043 0.006 0.137*** RES2 - Empa hy 0.016 0.028 0.011 RES2 - P oblem Sol ing 0.135 0.024 0.111*** RES2 - Sel -e icacy 0.081 0.035 0.054* RES2 -Coop/Communica ion 0.021 0.031 0.13 RES2 - Sel -awa eness 0.035 0.041 0.023 RES2 - Objec /Aspi a ions -0.049 0.058 -0.031 STAI-T - Anxie y -0.089 0.006 -0.283*** PSP - Pe c. School Pe 0.370 0.065 0.099*** GA - Goals and Aspi a ions 0.281 0.144 0.071* LES - Li e E en s, Nega i es -0.151 0.040 -0.069*** LES - Li e E en s, Posi i es 0.232 0.033 0.138*** R2.295 F71.750*** PYD-SF-PT3 Ca ing SR1 - Long Te m 0.027 0.004 0.137*** SR1 - Sho Te m -0.021 0.005 -0.076*** RES2 - Empa hy 0.422 0.026 0.319*** RES2 - P oblem Sol ing 0.061 0.022 0.058** RES2 - Sel -e icacy 0.019 0.032 0.015 RES2 -Coop/Communica ion 0.075 0.028 0.055** RES2 - Sel -awa eness -0.011 0.037 -0.008 RES2 - Objec /Aspi a ions -0.124 0.053 -0.089* STAI-T - Anxie y 0.027 0.006 0.098*** PSP - Pe c. School Pe 0.100 0.059 0.031 GA - Goals and Aspi a ions 0.319 0.130 0.094* LES - Li e E en s, Nega i es 0.096 0.036 0.051** LES - Li e E en s, Posi i es 0.114 0.030 0.080*** 9 Jou nal o Psychia y and Beha io al Sciences MedDocs Publishe s R2.212 F46.433*** PYD-SF-PT3Cha ac e SR1 - Long Te m 0.020 0.005 0.089*** SR1 - Sho Te m 0.021 0.006 0.069** RES2 - Empa hy 0.352 0.030 0.240*** RES2 - P oblem Sol ing -0.002 0.025 -0.002 RES2 - Sel -e icacy -0.020 0.037 -0.014 RES2 -Coop/Communica ion 0.018 0.033 0.012 RES2 - Sel -awa eness 0.081 0.043 0.055 RES2 - Objec /Aspi a ions 0.010 0.061 0.006 STAI-T - Anxie y 0.009 0.007 0.029 PSP - Pe c. School Pe -0.411 0.068 -0.115*** GA - Goals and Aspi a ions 0.327 0.151 0.087* LES - Li e E en s, Nega i es 0.056 0.042 0.027 LES - Li e E en s, Posi i es 0.132 0.034 0.083*** R2.150 F30.819*** No e: B (uns anda dized coe icien ) and SE (s anda d e o ); β: s anda dized coe icien s. ***p≤.001; **p≤.01; *p≤.05 Analyses we e adjus ed o age, gende and Socio Economic S a us (SES). 1SR: Sel -Regula ion; 2RES: Resilience; 3PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion. Acknowledgemen s A special hanks o all he uni e si ies, s uden s, eache s and expe s who pa icipa ed in his s udy. To Na ional ex- pe s o hei collabo a ion in e ising he me hodology and he used ins umen s. To he HBSC/WHO ne wo k (www.hbsc. o g) whose su ey was pa ially used o his pu pose. To No a Wiium and he o he colleagues om PYD in e na ional: h p:// www.uib.no/en/ g/sipa/pydc ossna ional o all suppo and inspi a ion. Re e ences Geldho GJ, Bowe s EP, Boyd MJ, Muelle MK, Napoli ano CM, 1. Schmid KL, e al. C ea ion o sho and e y sho measu es o he i e Cs o posi i e you h de elopmen . Jou nal o Resea ch on Adolescence. 2014; 24: 163-176. Lippman LH, Moo e KA, McIn osh H. Posi i e Indica o s o Child 2. Well-Being: A Concep ual F amewo k, Measu es, and Me h- odological Issues. Applied Resea ch in Quali y o Li e. 2011; 6: 425-449. Le ne R. Commen a y: S udying and Tes ing he Posi i e You h 3. De elopmen Model: A Tale o Two App oaches. Child De elop- men , Special Sec ion is Posi i e You h De elopmen in Di e se and Global Con ex s. 2017; 88: 1183-1185. Benson PL, Scales PC, Hamil on SF, Sesma A. Posi i e you h de-4. elopmen : Theo y, esea ch and applica ion. In W. Damon & R. M. Le ne (Eds.), Handbook o child psychology. New Yo k: Wiley. 2006; 894-941. Small S, Memmo M. Con empo a y models o you h de elop-5. men and p oblem p e en ion: Towa d an in eg a ion o e ms, concep s, and models. Family Rela ions. 2004; 53: 3-11. Ca alano RF, Be glund ML, Ryan JAM, Lonczak HS, Hawkins JD. 6. Posi i e you h de elopmen in he Uni ed S a es: Resea ch ind- ings on e alua ions o posi i e you h de elopmen p og ams. Annals o he Ame ican Academy o Poli ical and Social Science. 2004; 591: 98-124. Benson PL, Le e N, Scales PC, Bly h DA. Beyond he illage 7. he o ic: C ea ing heal hy communi ies o child en and adoles- cen s. Applied De elopmen al Science. 1998; 2: 138-159. Busse i MA, Rose-K asno L. B ead h and in ensi y: salien , sepa-8. able, and de elopmen ally signi ican dimensions o s uc u ed you h ac i i y in ol emen . B i ish Jou nal o De elopmen Psy- chology. 2009; 27: 907-933. Le ne R, Le ne J, Alme igi J, Theokas C, Phelps E, Ges sdo i S, 9. e al. Posi i e You h De elopmen , pa icipa ion in communi y you h de elopmen p og ams, and communi y con ibu ions o i h-g ade adolescen s: Findings om he i s wa e o he 4-H s udy o posi i e you h de elopmen . Jou nal o Ea ly Adoles- cence. 2005; 25: 17-71. Le ne R, Le ne J, Lewin-Bizan S, Bowe s E, Boyd M, Muelle 10. M, e al. Posi i e you h de elopmen : P ocesses, p og ams, and p oblema ics. Jou nal o You h De elopmen . 2011; 6: 40-64. Le ne JV, Bowe s EP, Mino K, Boyd MJ, Muelle MK, Schmid KL, 11. e al. Posi i e you h de elopmen : p ocesses, philosophies, and p og ams. In Le ne RM, Eas e b ooks MA & Mis y J. (Edi o s). Handbook o psychology, olume 6: De elopmen al Psychology. Hoboken, NJ: Wiley. 2013; 365-392. Kolle S, Ve ma S. Commen a y on C oss-Cul u al Pe spec i es 12. on Posi i e You h De elopmen wi h Implica ions o In e en- ion Resea ch. Child De elopmen , Special Sec ion is Posi i e You h De elopmen in Di e se and Global Con ex s. 2017; 88: 1178-1182.