This model is a comprehensive framework for examining adolescent development.  It grew in direct opposition to the deficit-based therapeutic approach toward adolescents, which tended to focus on problems and weaknesses and how to ameliorate them.  The positive youth development model concentrates, instead, on cultivating and enhancing assets, abilities, and potentials of youth to promote healthy development (Benson, Mannes, Pittman, & Ferber, 2004; Damon, 2004; Shek, Siu, & Lee, 2007).  

The model suggests that given the right mix of social resources, most youth will flourish and develop into healthy adults (Butts, Mayer, & Ruth, 2005).  The model, which has been adopted by many youth programs, encourages a holistic approach to working with youth.

Programs which are based on the positive youth development model share three basic characteristics: (1) They promote positive attitudes and behavior even when seeking to prevent problem behavior.  (2) They create an atmosphere of safety and hope and encourage relationships with pro-social, caring adults.  (3) They provide formal and informal opportunities for youth to nurture their interests and talents, learn new skills, and gain a sense of personal or group recognition (Roth, 2004). 

The premise of the positive youth development model suggests that as youth move through the developmental stages they require a safe arena and access to certain skills, people, and experiences.  This model provides the foundation on which the Prodigy cultural arts program is built.

Following the conceptual foundation of the McGill University project and other relevant research, Prodigy engages professional artists experienced in all artistic disciplines as Instructors to teach dance, theatrical arts, instrumental and vocal music, creative writing, and multiple visual and media arts. This distinction results in a significant difference in the relationship between the student and the Instructor than is typically the case in classroom settings. The artist is not only teacher, but mentor and role model, bringing concepts and ideas about how art can reflect cultural perspectives, personal ideas and values, and global themes to create community awareness. Youth are encouraged to explore themes and ideas that develop a sense of self worth as well as appreciation for the worth and value of others and the world in which they live.  Lesson plans are developed which incorporate social purpose themes, such as contributing to the community, as well as individual responsibility.

Prodigy programming is designed to be a culturally aware experience that greatly values diversity of people, styles, and thinking. There are several key aspects to this programming.  First, Prodigy encourages youth to understand the contribution they as individuals can make to their environment. This helps the students develop a sense of self and of place within their environment. Youth also learn that their environment is not just something that impacts them, but something they can impact in a positive and constructive manner.  

Second, Prodigy uses art as a means for the students to reach within themselves and understand and express their inner thoughts, feelings, and values. Art becomes a vehicle for self-exploration. However, this process of making art is not to be experienced in isolation.  Self expression, through the creation of art, is tied to building interpersonal skills. In Prodigy, students frequently work in teams to create artistic works. There is also a peer mentoring process between experienced and new students.  These social and interpersonal processes, which are incorporated into the creative process, helps students develop new styles of positive interaction with others. Ultimately, the Prodigy model seeks to stimulate and promote creativity and cultural expression among youth to ensure that they not only thrive, but prosper within their cultural context. 

The University of South Florida, the fiscal agent for the contract, is responsible for conducting research at each Prodigy site. The purpose of the research is to determine the impact Prodigy has on student?s behaviors, attitudes, and skills. This information allows for a determination to be made about the effectiveness of the program as a whole as well as for specific components of the program. These data, in turn, are used to help shape the program in order to insure effectiveness. This research will take place over multiple years allowing for in-depth examination of the program.

 Prodigy Central

Prodigy Central comprises representatives from the University Area Community Development Corporation, Inc. (UACDC), the University of South Florida (USF) and Bay Area Youth Services (BAYS). This collaborative team works diligently to ensure the success of Prodigy in all areas, from contract compliance to technical assistance for the sites to making the experience a meaningful and enjoyable one for the youth.  Prodigy Central includes a technical assistance team that will visit your site to assure that all DJJ requirements are met. This team provides on-site technical assistance for all administrative functions. Prodigy Central also provides oversight related to contractual issues, policy, and training.