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Title / Use knowledge of human development theory to develop positive youth development practice
Level / 5 / Credits / 15
Purpose / People credited with this unit standard are able to: use a human development theory and a cultural perspective to describe the journey from childhood to adulthood and compare approaches to identify key milestones in the development of young people;discuss the principles and philosophy of positive youth development and describe examples of positive youth development initiatives; discuss the benefits of using a positive youth development initiative, when compared with a deficit-based initiative, and identify how any limitations may be mitigated; and assess the use of a positive youth development initiative in an established programme.
Classification / Social Services > Youth Development
Available grade / Achieved
Explanatory notes
1This unit standard is underpinned by the principles in the Youth Development Strategy Aotearoa[1] (YDSA) that youth development is “shaped by the big picture” and is "based on a consistent strengths-based approach". It prepares people to use their knowledge and understanding of youth development practice to work with young people, and to practice accountably undertaking tasks within established organisational policies, procedures and protocols.
2When contributing to achievement of a degree or any degree-related qualification, assessment of this unit standard must be integrated within an approved programme of study. Those providers wishing to offer a degree programme containing this standard are referred to CMR 0222 for further information on requirements.
3Glossary:
Deficit-based initiative refers to a specific intervention, activity or programme of activities that focus on what is wrong or missing in a person’s life, for example, behavioural problems, learning difficulties, or family issues.
Discrimination is the unfair or less favourable treatment of one person when compared with another person in the same or similar circumstances. Discrimination may be unlawful if it based on any of the following: sex (including pregnancy); disability (including reliance on a guide dog, wheelchair or other aids); marital status; age; religious belief; political opinion; colour; race; family status; employment status; sexual orientation; and ethnic or national origins.
Positive youth development means building on young people’s strengths, interests, skills, and abilities to support their transition from childhood to adulthood. It focuses on engaging youth to take responsibility for their own well-being and that of their wider community, now and in the future.
Positive youth developmentinitiative means a specific intervention, activity or programme of activities designed, using positive development principles, philosophies and practices, to produce a positive outcome for a young person or group of young people.
Positive youth developmentprinciples means the principles of positive youth development such as those outlined in the Youth Development Strategy Aotearoa.
Resilience is the positive capacity of people to cope with stress and catastrophe. It is also used to indicate a characteristic of resistance to future negative events. In this sense ‘resilience’ corresponds to cumulative ‘protective factors’ and is used in opposition to cumulative ‘risk factors’.
Spiritual well-being is the ability to experience and integrate the meaning and purpose in life through a person’s connectedness with self, others, art, music, literature, nature, or a power greater than oneself.
Strengths-based practice recognises that both ‘risk’ and ‘protective’ factors are acquired throughout a person’s social and personal development. By focussing on what is working well strengths-based practice supports the adaptive growth of organisations and individuals. Strategies may include but are not limited to – solution focussed, resilience-based, kaupapa Māori, Pacific and other culturally relevant modalities of practice.
Youth/young people are people between the ages of 12 and 24.
4Assessment notes:
This unit standard may be assessed against evidence of demonstrated performance in the workplace and/or through the use of simulated workplace settings in an educational environment. Workplace settings can include field or practice learning placements.
Outcomes and evidence requirements
Outcome 1
Use a human development theory and a cultural perspective to describe the journey from childhood to adulthood and compare approaches to identify key milestones in the development of young people.
Evidence requirements
1.1Knowledge of a human development theory is used to describe the journey from childhood to adulthood.
Rangea minimum of one theory.
Description includes – physical, psychological, social and behavioural stages of development.
1.2Cultural perspective of journey from childhood to adulthood is described.
Rangea minimum of one perspective.
Description includes – behavioural, spiritual, social changes encompassed in the journey; any cultural values, symbols, ceremonies or responsibilities associated with it.
1.3Human development theory is compared with cultural perspective of journey from childhood to adulthood to identify key milestones in the development of young people.
Rangeidentification includes – similarities and differences in development pathways, key milestones and transitions, mechanisms for marking milestone events and transitions.
Outcome 2
Discuss the principles and philosophy of positive youth development and describe examples of positive youth development initiatives.
Evidence requirements
2.1Principles and philosophy of positive youth development are discussed.
Rangediscussion includes – description of six principles; factors that contribute to young people's positive physical, cultural, spiritual well-being and social development, and that build young people’s resilience, social connection and sense of citizenship; risk factors that impact negatively on a young person's positive development; strengths-based practice.
2.2Examples of positive youth development initiatives are described.
Rangea minimum of three examples of positive youth development initiatives are described, one of which must use kaupapa Māori.
Each description includes – description of the initiative, identification of the positive development principles and philosophies that underpin it, description of how the initiative builds on young peoples’ strengths and supports their positive development, description of how the initiative deals with risk factors.
Outcome 3
Discuss the benefits of using a positive youth development initiative, when compared with a deficit-based initiative, and identify how any limitations may be mitigated.
Evidence requirements
3.1The benefits of using a positive youth development initiative are discussed and compared with using a deficit-based initiative.
Rangeevidence of one positive youth development initiative compared to one deficit-based initiative.
Discussion includes – ability of initiative to support development of a young person’s independence, personal responsibility, resilience, self esteem and social responsibility; ability of initiative to address discrimination and oppression; ability of initiative to manage risk factors.
3.2Limitations of positive youth development initiatives and strategies to mitigate these are discussed.
Rangeat least one example of a positive youth development initiative is discussed. Discussion includes but is not limited to – holistic nature of the initiative, need for integrated services, skills required, resource requirements, time commitments, cultural differences, ethical considerations, working in a community context.
Outcome 4
Assess the use of a positive youth development initiative in an established programme.
Evidence requirements
4.1Positive youth development initiative used in an established programme is assessed.
Rangeassessment includes – outline and purpose of the initiative, identification of which positive youth development principles underpin it, assessment of how well the initiative builds on young peoples’ strengths and supports their positive development, roles and responsibilities of youth development worker and young people participating, assessment of how well the initiative is likely to meet its intended outcomes.
4.2Actions taken to address any potential limitations with using the initiative are assessed.
Rangeassessment includes but is not limited to – how initiative develops a holistic and integrated system of support, how cultural differences are dealt with, how resource requirements are identified and met, how the young person’s community is engaged in the initiative.
Planned review date / 31 December 2013Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 14 April 2011 / N/A
Consent and Moderation Requirements (CMR) reference / 0222
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMRs). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Community Support Services ITO Limited (Careerforce) if you wish to suggest changes to the content of this unit standard.
Community Support Services ITO Limited (Careerforce)SSB Code 101814 / New Zealand Qualifications Authority 2018[1]Page 7, Youth Development Strategy Aotearoa, accessed from