comprehensive positive youth development programs
DESCRIPTION
Comprehensive Positive Youth Development Programs. Brian R. Flay, D.Phil. Professor Oregon State University Corvallis, OR. ASPE/Abt Associates meeting: Strategies for Preventing Youth Risk Behaviors, May 21 2008. Outline. Theories for Positive Youth Development (PYD) ABAN AYA - PowerPoint PPT PresentationTRANSCRIPT
Comprehensive Positive Youth Development
ProgramsBrian R. Flay, D.Phil.
ProfessorOregon State University
Corvallis, OR
ASPE/Abt Associates meeting: Strategies for Preventing Youth Risk Behaviors, May
21 2008
2
Outline
I. Theories for Positive Youth Development (PYD)
II. ABAN AYA
III.The Positive Action (PA) program
IV.Conclusions
3
Levels (or tiers) of Causation
Streams of Influence
Intrapersonal (Biological and Personality)→ Self-efficacy
Interpersonal or Social Situation/Context
→ Normative Beliefs
Socio-cultural Environment→ Attitudinal
Ultimate causes
Biological (sociology)Psychoanalytic
PersonalityResilience (Garmazy)
Self-control (Gottfredson & Hirschi)
Social control (Elliott)Family systems (Brook)
Parenting stylesPeer clustering (Oetting)
Class conflictLow SESAnomie
Social DisorganizationStrain (Merton)Radical theories
Distal influences
Personal competenceSelf-esteem
Self-derogation (Kaplan)Personal control
Social attachment/bondingSocial development (Hawkins)
Differential associationSocial learning
(General knowledge)Cultural identityValues theories
Motivation theories
Proximal predictors
Social skillsSelf-regulationSelf-efficacy
ConformitySocial normative beliefs
ExpectancySubjective utility
Attitude
Theories of decision-making and problem-solving,Theory of Reasoned Action (Fishbein and Ajzen),
Theory of Planned Behavior (Ajzen)
Integrative theories
Social Cognitive Theory (Bandura), Problem Behavior Theory (Jessor), Feedback systems theories
Theoretical Orientation:A Matrix of Theories
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BEHAVIOR
Intentions/Decision
Environment
Attitudes TowardBehavior
Social Normative Beliefs
IntraPersonal
Self-Efficacy
Social Situation
ENVIRONMENT
GENETICS
The Theory of Triadic Influence
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DECISIONS/INTENTIONS
SOCIAL SITUATION
Values/Evaluations
Knowledge/Expectancies
BIOLOGY/PERSONALITY
THE THEORY OF TRIADIC INFLUENCE
ATTITUDESTOWARD THE
BEHAVIOR
PerceivedNorms
Information/Opportunities
InterpersonalBonding
SocialCompetence
CULTURALENVIRONMENT
SOCIALNORMATIVE
BELIEFS
Interactions w/Social Instit’s
Others’Beh & Atts
Motivationto Comply
Skills:Social+General
Trial Behavior
Related Behaviors
DistalInfluences
ProximalPredictors
Levels ofCausation
UltimateCauses
Sense ofSelf/Control
EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological
SelfDetermination
SELF-EFFICACYBEHAVIORAL
CONTROL
Nurture/CulturalBiological/Nature
1 2 3
7 8 9 10 11 12
13 14 15 16 17 18
19 20 21
22
23
g h i
jk
l m no
p q r
CF
IB E H
J
K
Intrapersonal Stream Social/Normative Stream Cultural/Attitudinal Stream
s
t u v w
x
a
b c d e
f4 5 6
Social/Personal Nexus
Expectancies & Evaluations
Affect andCognitions
Decisions
Experiences
A D G
6
The TTI Developmental-Ecological System
P PS S
S
E
P
Eval
Behavior
SNB SelfEfficacy
Att Att
Intentions
Will + Skill ExpMc NB
KnowValue SocialBonds
RoleModels
Self-Control
Com-petence
SNB
ValuesEnvironment
KnowledgeEnvironment
ENVIRONMENT
Situation
PersonE E
Affective/Control Substream
s
Cog
nitiv
e/C
ompe
tenc
e S
ubst
ream
s
DEVELOPMENT & TIME
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Limitations of Behavior-Specific Programs
• Problem-specific–Usually only one behavior or one skill
• Start too late –Upper elementary or middle school
• Limited intensity and dose–Often only once a week for 10–20 sessions
• Ecologically limited–Usually only in the classroom
• Limited effect sizes–Average effect sizes in the 0.2 range
• Effects not sustained–Few effects beyond one year, let alone into high school
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Why Positive Youth Development?
• Increasing behavioral problems in schools– Including violence, substance use, unsafe sex, and
other disciplinary referrals
• Seems to have worsened with increased attention to instruction for NCLB
• Link of classroom behavior management to teacher time on task (teaching)
• Link of student behavior to student time on task (learning)
• Comprehensive education needs to address Achievement, multiple Behaviors and Character (ABCs)
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Sense of Self/Control
SocialCompetence
SelfDetermination
Skills:Social+General
Self-Efficacy, Behavioral Control
InterpersonalBonding
Others’Behs & Atts
Motivationto Comply
PerceivedNorms
Social NormativeBeliefs
Information/Opportunities
Interactions w.Social Instit’s
Values/Evaluations
Knowledge/Expectancies
Attitudes TowardThe Behavior
Decisions/Intentions
Behavior
Decision-making andProblem-solving skills
Alternatives,Information &
Consequences
ValuesEducation,
Goal setting
African-AmericanHistory & Values
Kwanza, Nguzo Saba
Media literacyCommunity, Etc.
Norms awareness & clarification
AttachmentEmpathy
African-American Identity &
Sense of Self
Self-control& Anger
management
Social & Self-managementSkill Building
Social Service CoordinationMentoring
School-wide changesParent effectiveness training
Identification ofAfrican-American
role models/heroes
Mapping of ABAN AYA Content onto the TTI
10
ABAN AYA: Classroom Strategies
• OVERALL PHILOSOPHY– Developmental and spiral– Culturally appropriate (Afrocentric)– Behavioral skills development
• DURATION AND INTENSITY– Three years -- grades 5-7– 16-20 sessions grades 5-8– 4-5 sessions grades 9 & 10
• PARENT INVOLVEMENT– Interactive homework assignments– Evening presentation of "skill skits"
• HEALTH EDUCATOR
– Professional outsider (Health Educator)
– Socratic teaching style
• ACTIVITIES
– Question box
– African and AA Proverbs
– “Ujima” Group activities
– Role Play - Practice, Correction, Reinforcement
– Video presentations
– Rap music
11
ABAN AYA: Intensive School/Community Intervention
• Comprehensive classroom program• Enhanced parent involvement• Parent Training/Education• School Health Promotion Task Force• School-wide staff development• Community-Based Organization
involvement• Institutionalization in schools & communities
12
ABAN AYA: Male substance use growth curves (logit)
0
1
2
3
5 6 7 8Grade
Chan
ge in
logi
t of s
ubst
ance
use
HEC SDC S/C
13
ABAN AYA: Male delinquency behavior growth curves
0
0.5
1
1.5
2
2.5
3
5 6 7 8Grade
HEC SDC S/C
14
ABAN AYA: Male odds of sexual intercourse by condition
0
0.5
1
1.5
2
6 7 8
Grade
Cha
nge
in lo
g od
ds o
f sex
ual i
nter
cour
se
HEC SDC S/C
15
ABAN AYA: Male condom use by condition (logit )
0.0
0.5
1.0
1.5
2.0
6 7 8
Grade
Chan
ge in
logi
t of c
ondo
mus
e
HEC SDC S/C
16
Moderation: A common example of differential effects by risk level
0
1
2
3
4
5
6
T1 T2 T3 T4 T5
Time of measurement
Lev
el o
f b
ehav
ior
Hi Risk Program
Hi Risk Control
Med Risk Program
Med Risk Control
Lo Risk Program
Lo Risk Control
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You feel good about
yourself when you do positive actions.
Cognitive Behavior Therapy and Positive Psychology
Basic Philosophy (Theory of Action)
of the Positive Action Program & Circle
18
The POSITIVE ACTION Program Components
K–12 classroom curriculumover 1,200 lessons - using Teacher’s Kits (manuals and materials for each grade), classroom teachers present 15–20-minute lessons
Principal’s Kits (Elementary and Secondary)a school-climate program to promote the practice and reinforcement of positive actions in the whole school population (students and staff)
Counselor’s Kitused with selected individual students, small groups and families
Family Kit contains prepared weekly home lessons paralleling the school program along with school parent-involvement activities
Community Kitmanuals and materials that align and encourage collaboration of all the environments (schools, families and community) involved in the program
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Positive Action Focus Units(Learning Goals)
• In the classroom curriculum and all other materials, the Positive Action content is taught through six focus units.
Unit 1: Self-Concept: What It Is, How It’s Formed, and Why It’s Important (Philosophy & Circle)
Unit 2: Physical and Intellectual Positive Actions for a Healthy Body and Mind (includes motivation to learn)
Unit 3: Social/Emotional Positive Actions for Managing Yourself Responsibly
Unit 4: Social/Emotional Positive Actions for Getting Along with Others by Treating Them the Way You Like to Be Treated (Social-Emotional Skills & Character)
Unit 5: Social/Emotional Positive Actions for Being Honest with Yourself and Others (Mental Health)
Unit 6: Social/Emotional Positive Actions for Improving Yourself Continually (Setting & Achieving Goals)
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How You
Like To Be
Treated
Feelings Empathy
How to Treat
Others
Conflict Resolution
Communica -tion Skills
Social Context/
Situations
Others’ Behavior
& Approval
Social Bonding/ Attachment
Family School Neighborhood Peers
Others’ Expectations
Desire to Please
Social Normative
Beliefs
INTENTIONS/DECISIONS
BEHAVIORExperiences from
Behavior
Self Concep
t
Health & Drug Info
Thinking Skills Creativity Decision-Making Problem-Solving
Self Managemen
t
Time, Energy, Talents, Money, AngerSocial &
Emotional Health
Socio-Cultural
Environment
Information Environment
General Values
Expected
Consequences
Evaluation of Outcomes
Mass Media Regulations Religion
Economy
Attitudes Toward the
Behavior
IntraPersonal (Individual)
Social Competence
Sense of Self
Social
Skills
Self- Determination
Self-Efficacy
Genetics Biology
Personality
CLASSROOM SCHOOL FAMILY COMMUNITY
Positive Action Program Components and Lessons (Exist in each Component)
Positive Role Models
Mapping of Positive Action Content onto the TTI
Values
AlternativeConsequences
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Logic/Theoretic Model of the Expected Effects of the Positive Action Program
Program Components Immediate Outcomes
Attitudes Toward Behaviors,
Social Normative Beliefs,
Self-Efficacy
Improved School Attendance, Gradesand Test Scores
* Improved relationships among school administrators, teachers, parents & community.* Improved classroom management.* Increased involvement of school with parents & community.
Climate Development, Family Kit, Teacher/Staff Training, K–12 Instruction Curriculum, Drug Education Supplements, Community Kit,Counseling Kit
Improved
Learning
Environment
1. Improved character/self-concept2. Learning/Study skills3. Self-Management4. Interpersonal/social skills5. Self-honesty, responsibility6. Goal setting, future orientation
PA Unit
ImprovedSocialand
CharacterDevelopme
nt
Fewer Disciplinary Problems; ReducedSubstance Use; Less Violence
Expected Effects Expected Impact
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Overall Behavior (18 DO Items) by Classroom-level of Implementation and Controls
3.15
3.20
3.25
3.30
3.35
Hi Med Low Control
Hawaii Student Self Reports
25
Overall Feelings about Self when Do the 18 Behaviors by Classroom-level of Implementation
3.45
3.50
3.55
3.60
3.65
Hi Med Low Control
Hawaii Student Self Reports
26
Hawaii: Lifetime Prevalence of Substance Abuse, Violent Behaviors, & Sexual Activity: 5th grade (no significant interactions)
0
5
10
15
20
25
TobaccoUsage
Alcohol Been Drunk Any IllicitDrug Use
Been High onDrugs
Carried aknife or razorto use to hurt
someone
Threatened tocut or stabsomeone
Cut orstabbed
someone onpurpose tohurt them
Carried a gun Shot atsomeone
Voluntary sexwith someone
of theopposite sex
Lif
etim
e P
reva
len
ce (
%)
Control Positive Action
Substance Abuse Violent Behaviors Sexual Activity
--------------SUBSTANCE ABUSE------- ---SERIOUS VIOLENT BEHAVIORS--- SEX
27
Figure 17: Teacher ratings of student disruptive behaviors at Wave 4 by condition
1.1
1.15
1.2
1.25
1.3
1.35
1.4
1.45
1.5
Destroysothers'
property
Gets into lotsof f ights
Bullies otherkids
Disruptive inclass
C PA
Hawaii Trial:
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Hawaii Teacher Ratings Dose-Response Relationship
Figure 19: Teacher ratings of students "Gets Along With
Others" by level of implementation and control
2.35
2.4
2.45
2.5
Hi Med Low Control
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Hawaii: Program effects on absenteeism
Figure 8: Average Daily Absences by Condition
8
8.5
9
9.5
10
10.5
11
11.5
2001-02 2002-03 2003-04 2005-05
Sch
oo
l Y
ear
CONTROL PA STATE Standard
30
Suspensions per 100 students by year and condition
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
susp99 susp00 susp01 susp02 susp03 susp04 susp05
CONTROL Means
PA Means
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SAT Reading Scores by Year and Condition
70
71
72
73
74
75
76
77
78
79
2002 2003 2004 2005
CONTROL Means
PA Means
STATE
Figure A: Effects of 3 years of PA (Grade 3 through grade 5)on Local Character Measures: % Change by Outcome
4.8
15.2
9.6
11.5
3.8
7.5
2.9
4.5
6.4
0 2 4 6 8 10 12 14 16
Peer Affiliation – GoodFriends
Peer Affiliation – BadFriends
Social Problem Solving -Full Scale
Competent Problem SolvingStyle
Character - Peer
Character - Self-Control
Character - Rules
Character - Honesty
BASC Anxiety subscale
% Improvement
Chicago:
33
Figure B: Effects of 3 years of PA on Behavior% Improvement
28.2
21.7
12.5
0 5 10 15 20 25 30
Smoking
Alcohol use
Serious violence
% Improvement
Chicago:
34
Chicago: Effects on School-Level reports of misconducts and suspensions
In ANCOVA models predicting year 4 differences from year 1 levels and condition, differences at year 4 are marginally significant for misconducts (p = .054)
and significant for suspensions (p = .037) using one-tailed tests.
Average N of suspensions per 100 students by year and condition (77% reduction at 2006-07)
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
2003-04 2004-05 2005-06 2006-07
Year
PA C
Average N of misconducts per 100 students by year and condition (80% reduction at 2006-07)
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
2003-04 2004-05 2005-06 2006-07
Year
PA C
35
Standardized Reading Scores (ISAT) by ConditionES(PA) group shows a 65% improvement compared to 47% for the LS(Co) group, or a
16% relative improvement [(%change in PA - %change in Co)/%Post Co]
30
35
40
45
50
55
60
65
2002 2003 2004 2005 2006 2007
Year
% M
ee
tin
g o
r E
xc
ee
din
g E
xp
ec
tati
on
s
ES(PA) LS(Co)
Chicago: Program Effects on Standardized Test ScoresMultiple baseline data and post-program effects
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PA No PA<25% Minority 26-49% Minority >50% Minority
Moderation: Problem Behavior by % Minority: Nevada:
Sum of Felonies, Misdemeanors, Department Rules, School Rules
Matched Control or PA School
0.3
0.9
2.5
0.4
0.8
0.0
-0.5
0
0.5
1
1.5
2
2.5
3
Mean N
um
ber
Pro
ble
m B
ehavio
rs p
er
Stu
dent
per
Year
37
Hawaii: Interaction of PA and Student Poverty (Free/Reduced Lunch) on Discipline: Sum of Felonies, Misdemeanors,
Department Rules, School Rules
2 21
11
1
24
0
5
10
15
20
25
30
Mea
n N
umbe
r of
Rep
orte
d In
cide
nts
per
Stud
ent
per
Year
PA No PA<10% Poverty
(Free/Reduced Lunch)
10-15% Poverty (Free/Reduced Lunch)
>15% Poverty (Free/Reduced Lunch)
Matched Control or PA School Interaction significant at p<.01
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CONCLUSIONS• Problem behaviors have common causes• Programs that target distal and ultimate influences
can change the trajectories of multiple behaviors, including substance use, violence and sexual behaviors– Aban Aya and Positive Action are just two examples
• Programs probably need to start early in a child’s life and be sustained, especially through critical developmental-life transitions
• School-wide, family and community involvement can make and important difference
• Such programs have their strongest effects for those who most need them
40
Future Research – PA and PYD• Investigate potential differential impacts of programs
based on student gender, child risk level, etc. • Investigate whether schools with different levels in the
quality of implementation yield different “impacts” • Validate SACD scales with observed student behavior • Examine impact of PA as student cohort progresses into
upper elementary grades (grades 6-8)– Critical transitional period within emotional, behavioral, and
academic domains • Need evaluations of the components of complex
programs• Compare effectiveness of different PYD programs
41
Future Work/Needs – The bigger picture
• Larger scale trials– ICCs for attitudes (.03-.1) and behavior (.01-.05) are generally smaller
than for achievement (.15-.2)– Still need Ns of 10-20 per condition rather than 7
• Improved measures of integrity and dosage delivered and received– Teacher, student and observer reports– Contractual reporting systems?
• Longer term follow-ups– Effects take several years to even start emerging– Prior work suggests important long-term effects are possible
• Methods of analysis to accommodate differential implementation– Propensity scoring, CACE, instrumental variable
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• Aban Aya:– National Institute on Drug Abuse, NIH– UIC: 14 co-investigators (see papers)
• PA-HAWAII:– National Institute on Drug Abuse, NIH– Hawaii: Howard Humphreys, Jonathan Wang– OSU: Alan Acock, Sam Vuchinich, Michael Beets– UIC: Richard Campbell
• PA-CHICAGO:– Institute of Education Science, U.S. Department of Education– UIC: David DuBois, Peter Ji, Michael Berbaum– OSU: Alan Acock, Sam Vuchinich, Ben Li
– Correspondence concerning this presentation should be addressed to Brian R. Flay, D.Phil., Principle Investigator, Department of Public Health, 254 Waldo Hall, Oregon State University, Corvallis, OR 97330, [email protected].
Funding and Collaborators
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SACD disclaimer statement:
The Social and Character Development (SACD) research program funded by the Institute of Education Sciences (IES), U.S. Department of Education includes a national evaluation study conducted by Mathematica Policy Research (MPR), and complementary research studies conducted by each grantee. The findings reported here are based on the complementary research activities carried out by Brian Flay, Oregon State University, and David L. DuBois, University of Illinois at Chicago, under the SACD program. These findings may differ from the results reported for the SACD national evaluation study. The findings presented in this conference presentation are based on a smaller sample size of children, classrooms, and teachers, utilized a different set of outcome measures, and sought to answer complementary research questions. The content of this presentation does not necessarily reflect the views or policies of the SACD Consortium including IES, CDC, and MPR, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education.
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Have a Positive Action Day!