Elements of Youth Development Defined
Building Partnerships for Youth found that there was no clear and consistent definition of youth development nor agreement on the components or elements of a youth development program. Therefore, an extensive literature review was conducted, resulting in a framework that includes the 21 essential elements of youth development.
Legend: 
Factsheet available 
E-bulletins available 
Trainings available
Academic success
The program helps youth to develop a broad base of knowledge, and/or problem solving and analytic skills. The program promotes the development of an interest and/or ability in learning and achieving (Pittman & Cahill, 1992). The program seeks to influence academic achievement (Catalano, et al. 1998).
Citizenship and contribution
The program helps youth to understand the history and values of their country and their community. The program encourages a desire to contribute to the nation and community (Ehrlich & Vega-Matos, 2000).
Close relationship with caring adults
The program cultivates caring adults within the community, who may or may not be professional youth workers (Pittman, Irby & Ferber, 2000).
Communication skills
The program provides youth with training to help them establish developmentally appropriate interpersonal skills and rehearsal strategies for practicing those skills. These skills may include "I messages", assertiveness, refusal and resistance, nonviolent conflict-resolution and interpersonal negotiation strategies (Catalano et al., 1998).
Community connection
The program encourages a sense of connection to others in their community, school, or neighborhood. (CSR,1997).
Creativity
The program encourages youth to explore ideas through different mediums in different settings. The program promotes an appreciation of creative expression (Ehrlich & Vega-Matos, 2000).
Decision-making / reasoning skills
The program encourages youth to make informed decisions after carefully weighing the potential consequences (Carnegie Council, 1995).
Emotional health and well-being
The program encourages youth to reflect on their emotions and surroundings (Pittman & Irby, 1996). The program encourages youth to understand their personal emotions and have self-discipline (Pittman & Cahill, 1992).
Facing challenges / taking initiative
The program provides youth with the opportunity to take on new and diverse types of activities (Pittman & Irby, 1996). The program helps youth to develop the internal motivation to direct their efforts towards challenging goals (Larsen, 2000).
Family relationships
The program encourages youth to develop better family relationships.
Leadership
The program provides youth with the opportunity to engage in activities that include responsibility for guiding others.
Peer relationships and friendship
The program allows for both formal and informal interactions with peers (Batavick, 2000). The program provides the opportunity for youth to develop caring relationships with peers that include friendship (Zeldin, 1995).
Physical health and well-being
The program provides the knowledge and opportunity for youth to develop healthy behaviors.
Respect for Diversity
The program helps youth to develop respectful attitudes and non-discriminatory behavior toward those who are different from themselves. The program encourages movement beyond tolerance and toward the development of an appreciation for different people and cultures (Child Trends, 2000).
Sense of autonomy and independence
The program encourages youth to be responsible for their own conduct and obligations. Through involvement in this program youth develop the perception that they have control over their own actions (Pittman, 1996; Zeldin, 1995). The program nurtures a sense of self-efficacy (Catalano et al., 1998).
Social justice / ethics
The program helps youth to be able to assess and respond to ethical dimensions of a situation. The program promotes empathy, respect for societal or cultural rules and standards, a sense of right or wrong, or a sense of moral or social justice (Catalano et al. 1998).
Spirituality / philosophy of life
The program encourages internal reflection or meditation or the exploration of spiritual beliefs, spiritual identity, meaning or practice (Catalano et al. 1998). The program promotes the perception that one is attached to a higher deity or principle (Zeldin, 1995).
Taking an active role with adults
Youth are highly involved in the program planning, implementation and evaluation. Youth are recognized as partners in this process (Klindera & Pagliaro, 1999).
Understanding and valuing yourself
The program helps youth to develop the perception that they are good people who can make meaningful contributions (MacDonald & Valdiseso, 2000). The program helps youth to make decisions about the type of person they are and the type of person they would like to be (Steinberg, 1996).
Vision for the future
The program helps youth to have positive ideas about what the future holds. The program helps youth to have the knowledge and confidence to plan and then act on those plans to reach their future goals (McLaughlin, 2000). The program fosters positive future orientation (Stein & Sarbin, 1968).
Workforce preparation
The program helps youth to develop vocational ability, skills and motivation, including an understanding of careers and options, and the required steps to meet goals (MacDonald & Valdiseso, 2000). The program promotes an understanding of the value of work and leisure (Ehrlich & Vega-Matos, 2000).
