Youth Quest program

About the programme 

The Quest is a two-day learning programme for youth aged 15-21, designed to provide them positive support and help them craft their life vision. 

The programme engages young people in their life planning to increase positive learning and life outcomes. It coaches them to:

Who is the program suitable for?

What will participants learn?

Participants will:

Participants' Psychological Outcomes

This graph shows the statistically significant increases in the outcome factors Empowerment, Hope, Wellbeing and Life Satisfaction.  

Click here for more program results.

  How it works?

A. Identifying personal character strengths

Participants design a journey backpack

Based on the research from University of Pennsylvania Prof. Martin Seligman who identified the different strengths that make each of us unique, participants get a chance to create their individual strength profile. They peel off (reusable) stickers from their base and put them on their backpack for their journey.

B. Formulating a Compelling Long Term Vision

Brainstorming

Participants look  at the goal cards and choose the ones that they consider personal goals.

Vision Board

Participants place their goals on their Vision Board according to level of importance of the goal and a time-frame.

C. Setting and unpacking short term goals

Short Term Action Board

Participants prioritise two goals that they want to start working on. They can use this board or design their own to build confidence in goal setting. Reflecting about each chosen goal, they think about which of their strengths they can use to achieve it. 

Goal to Action

Participants can use our bespoke Goal to Action tool or design their own to unpack goals into small, achievable steps. The Signature strengths that they identify earlier go into the left column to start achieving their goals from a strength perspective.

My Goal Passport

Our co-design participants integrated Simon Duffy's Keys To Citizenship as a quick review process in the form of a 'goal passport'.

Learning about what makes a good life

Participants learn about the different elements that make up a good life according to Duffy's model. They get a chance to reflect on stories and think about specific examples that relate to their lives.

D. Achieving goals in all areas of life that matter

Ensure all meaningful areas of life are covered

As participants work on their goals, they enter achievements in their Goal Passport. This ensures that they are well connected with the Keys to Citizenship model. They may decide to concentrate on certain of the Keys at first, and all achievements and world views are supported. What participants learn is that there are several crucial areas that need to be considered and that they can choose goals in each at their own pace and keep tabs on areas of life that need addressing.

The process supports participants designing their personal outcome categories and measures.

E. Follow up after the planning sessions

Taking action

Action boards are magnetised and most participants choose to display them on their fridge so they can be reminded of their commitments.

Celebrate achievements

Goals achieved are celebrated and new goals are formulated to keep the momentum going.

Feedback from participants

A recent programme

"The pictures and the stories we shared gave me the confidence to share these in other places, like with my friends and family" - [Participant]


"I was surprised with the information that came from [person I support], some of it was completely new to me!" - [Participant's support person]


"i was taken aback by how many ideas my daughter had about future directions for her life... these had never come up in family conversations before, but my daughter said that this creative  process, which includes expanding on ideas from the images she chose, gave her lots more new directions to explore" - [Participant's father]



Program's team

Dr. Annick Janson and Janine Morrah will oversee and run this program. They have extensive combined experience in the program co-design methodology, in facilitation and in local connections and networks. Melissa Janson is a psychologist, daughter of Annick, and sister to a talented artist, who is also on the Autism spectrum.

Our team has extensive combined experience in the program co-design methodology, in facilitation and in local connections and networks. 


Dr. Annick Janson is an Associate at the Centre for Applied Cross-cultural Research, Victoria University of Wellington, past Research Director at the NZ Leadership Institute, University of Auckland Business School and Research Director, Microsoft NZ. She is the c-President of the New Zealand Association of Positive Psychology and Fellow of the Gallup International Positive Psychology Institute. Annick trained as an educational psychologist with 20 years of experience and lived experience raising her adult disabled son. Her special interest in youth development and network building in the disability sector. Annick is Co-Founder and Research Director of the Now and Next and Keys to Lead suite of programs for youth and families. Rolled out in New Zealand, Australia, Finland and Canada, this Research and Development program pioneers the implementation of Positive Psychology in the Health & Disability sector as an alternative to the traditional deficit-based medical model.


Melissa Janson: Growing up as the sister to a neurodiverse person has been a powerful experience. Melissa believes that societies can benefit enormously, when people with disabilities are supported in such a way that they can contribute and share their gifts, as her brother has. She especially enjoys working with other siblings. In the past 6 years she set up an on-site Positive Behaviour Support team at a residential service provider, made up of about 180 people with disabilities and upwards of 500 staff. Together with her colleagues, she worked to create a space of wellbeing rather than crisis, by training staff in simple evidence-based strategies to use with people they support everyday. She has joined Now and Next, as she knows that this wellbeing and prevention work should start early. She is excited about teaming up with families and supporting their unique journeys.


Janine Morrah has lived experience with disability. She teaches at tertiary level in Linguistics, Human Development, Anthropology and Management. After tutoring and lecturing for 20 years, she shifted into the Disability sector, supporting youth and their family/whanau of those with needs. Working with youth inspires Janine to do better and consider things from more than one point of view – There's more than one way to get to the same end point and she has found that the journey to get there has more meaning than that final goal attainment. “I find that I learn just as much from those keen enquiring minds as they do soaking up the knowledge I bring for them to take and shape in their worlds”.

This programme is funded in New Zealand  by the Ministry of Youth Development, in British Columbia by Kinsight Society and in Albania by Inclusion International