The DNA-V model describes three functional classes of behavior, referred to by the metaphorical names of discoverer, observer, and advisor. All three exist at the service of values. DNA behavior is influenced by context, which includes factors in the immediate and historical environment that influence our level of DNA skills, our view of ourselves, and our view of others in our social world. In essence, all interventions are aimed at creating contexts that promote DNA abilities to build valuable behaviors.
The ultimate goal of using the skills taught in this model is to develop psychological flexibility or, to use a term that youth can more easily relate to, flexible strength. In the adult, psychological flexibility has been described as “the ability to contact the present moment more fully as a conscious human being, and to change or persist in behavior when doing so serves valuable purposes.” For youth, we modify this definition as follows: Flexibility in youth is the ability to use DNA abilities in a way that promotes growth and generates vitality and valuable action. The definition differs in some important respects from the definition of adult. First we emphasize the DNA abilities necessary for growth. The authors do not assume that young people have established values as might be the case with adults; rather, they are in a stage of learning about thoughts and feelings and what it means to be a human being. They also need to try new behaviors and explore whether those behaviors lead to valuable ends. One of the most efficient ways humans learn is by trying things, so young people need to try lots of new things, and that can include taking risks, trying on new selves, and testing boundaries set by adults (Hayes & Ciarrochi, 2015).