In New Zealand and internationally there is a growing interest in the applications of Positive Youth Development (PYD) theory as a guide for youth programme development and evaluation. In light of this, the present study sought to develop and pilot-test two PYD measures that would facilitate theory-guided evaluation practices for youth work and youth development programmes. To accomplish this, I completed two extensive literature reviews covering the programme components that contribute to effective youth development programmes and the youth outcomes, or indicators, which are most indicative of PYD. These integrated frameworks of programme components and youth outcomes were then each applied to a Q-sort measure and tested with 18 key stakeholders from a national youth work organisation across six schools. The results showed some inconsistencies across participants in perceptions of what programme components were promoted the most by 24-7 Youth Work.

However, there was more agreement on what outcomes were seen in students as a result of 24-7 youth work. The two major differing viewpoints that each cluster of participants had for the programme components, included that 24-7 is more focused on a young person as an individual, and that 24-7 is more focused on helping youth to be part of a collective. The viewpoints of the two cluster groups for the PYD indicator q-sort were not as clear, yet there was more agreement on the outcomes that are likely to be seen in youth. This includes that youth feel they belong, have a positive identity, and have confidence in their own personal abilities. The results from both Q-sorts show that 24-7 Youth Work is very focused on building positive relationships. These two integrated PYD frameworks and subsequent Q-sort measures provide other organisations with a means of evaluating their work, and the outcomes of their work with youth. For further validation, future research should test how these frameworks and measures can be used alongside more traditional methods and measures in PYD assessment and evaluation.