Evaluating Youth Development Programs: Progress and Promise

Effectiveness of the Positive Youth Development (PYD) Program on reducing aggression among high school female students

BACKGROUND

The positive youth development program highlights the abilities of adolescents and young people. This concept emphasizes that teenagers are capable of making positive changes (such as: flexibility, Responsibility, Identify abilities). This study aimed to determine the effectiveness of the Positive Youth Development (PYD) program on reducing aggression among high school female students in Yazd city. Iran.

METHODS

This was a quasi-experimental study, using pretest-posttest design with a control group. In the 2019-2020 academic year, the statistical population comprised all female students in high school first and second years in the city of Yazd, Iran. Using purposive sampling and based on include and exclude criteria (high risk of aggression due to their scores on a screening test and Parental consent to participate in the class) 30 female students were selected. Randomly, they were assigned to an experimental(n = 15) and control groups(n-15). The Buss-Perry Aggression Questionnaire was conducted on students. The experimental group had 8 intervention sessions, whereas the control group received no intervention. The data were subsequently examined using Analysis of Covariance(ANCOVA).

RESULTS

The dependent t-test revealed a significant difference between the pretest-posttest aggression scores in the experimental group, but there was no significant difference in the control group. There was no significant difference in the mean scores of physical aggression, anger, and hostility in the experimental and control groups, but a significant difference was found between the experimental and control groups in the mean verbal aggression scores.

CONCLUSION

training of positive youth development did not affect on aggression and its three dimensions (physical aggression, anger, and hostility) and only affected adolescent verbal aggression.

Juntos hacemos la diferencia [together we make the difference]: A network analysis of Latinx caregivers' use of youth support services

Latinx families face unique barriers to accessing traditional youth mental health services and may instead rely on a wide range of supports to meet youth emotional or behavioral concerns. Previous studies have typically focused on patterns of utilization for discrete services, classified by setting, specialization, or level of care (e.g., specialty outpatient, inpatient, informal supports), yet little is known about how youth support services might be accessed in tandem. This analysis used data from the Pathways to Latinx Mental Health study - a national sample of Latinx caregivers (N = 598) from across the United States collected at the start of the coronavirus pandemic (i.e., May-June 2020) - to describe the broad network of available supports that are used by Latinx caregivers. Using exploratory network analysis, we found that the use of youth psychological counseling, telepsychology, and online support groups was highly influential on support service utilization in the broader network. Specifically, Latinx caregivers who used one or more of these services for their child were more likely to report utilizing other related sources of support. We also identified five support clusters within the larger network that were interconnected through specific sources of support (i.e., outpatient counseling, crisis, religious, informal, and non-specialty). Findings offer a foundational look at the complex system of youth supports available to Latinx caregivers, highlighting areas for future study, opportunities to advance the implementation of evidence-based interventions, and channels through which to disseminate information about available services.

Social change at the local level: A psychobiography of Khali Sweeney from Detroit's downtown boxing gym

OBJECTIVE

This psychobiography analyzes the life of Khali Sweeney from Detroit's Downtown Boxing Gym to understand his motivation for and methods as a social change agent. In doing so, the project also considers how to prepare the next generation of youth development leaders as social change agents.

METHOD

We conducted a nine-step psychobiography based on recommendations from established psychobiographical methods. Using a team-based, thematic analysis approach we analyzed contextual, first-, second-, and third- person data from the perspective of Phenomenological Variant of Ecological Systems Theory (PVEST).

RESULTS

Results suggest Khali is an effective social change agent due to five interrelated factors. Analyzing Khali's life through the lens of PVEST also revealed his experiences resulted in two realizations central to him becoming a social change agent: the people and services that are supposed to serve youth at times do not, and; individuals like him can step up to meet youth needs.

CONCLUSIONS

Results point to several important lessons related to transformational leadership theory that can enable YDP leaders to serve as social change agents.

Engagement and outcomes of marginalised young people in an early intervention youth alcohol and other drug program: The Street Universities model

BACKGROUND

Early intervention alcohol and drug (AOD) programs for disadvantaged young people have the potential to substantially decrease the need for future intervention, however there is little research about how young people use these programs or the substance use and other outcomes of such programs. This paper uses data from an Australian AOD early intervention program, The Street Universities, to: describe young people's participation; examine changes in substance use and wellbeing over 90 days; and assess which young people are most positively impacted.

METHODS

Data come from a prospective study of new attendees, measuring retention in and attendance patterns in an 'engagement' program focussed on arts and lifestyle activities (n = 95), and a routine service dataset collected from seven years of therapeutic intervention (n = 3,893), measuring substance dependence (SDS), psychological distress (K10) and quality of life (EQoL).

RESULTS

Analysis reveals that young people were retained in the program at high proportion (63% at six months) and more than half of these returned at a frequency of weekly or more often. Young people participating in the therapeutic component of the program reported significant improvements in all key wellbeing indicators with SDS, K10 and EQoL scores significantly improving (at p < .001). These improvements occurred rapidly, within the first 30 days, and were maintained over the 90 day study period. Moreover, young people with the highest SDS and K10 scores and lowest quality of life at baseline experienced the most positive changes.

CONCLUSION

Aligning engagement program with therapeutic intervention can provide comprehensive support to disadvantaged young people, producing substantial improvements in AOD use, distress and wellbeing.

Fostering Youth Female Athletes' Decision-Making Skills through Competitive Volleyball: A Mixed Methods Design

Decision-making is one of the most important life skills for young athletes to succeed in their daily lives and can be improved through Positive Youth Development (PYD) programs. Although the application of this type of programs has increased within educational and recreational sports, there is a lack of research relating PYD through competitive sports. Therefore, the objective of this study was to determine whether an intervention with competitive female youth players improves their decision-making. A hybrid PYD program was applied (37 trainings and 14 games) using convergent mixed methods. 15 girls (8-10 years) and a male coach participated in the study. Semi-structured interviews and field notes were used to collect qualitative data and the Decision-Making Style in Sport questionnaire was used to collect quantitative data. The results showed a positive perception of the improvement in decision-making in both the players and the coach; however, there was no statistical significance between the pretest and the posttest, and the integration between qualitative and quantitative data was mostly discrepant. Despite the lack of significance in the statistical analysis, the findings suggest that the intervention program appears to have beneficial effects on the development of decision-making skills in the players.

Retention and future involvement in the American Kennel Club Junior Showmanship Program, a youth dog breed conformation competition

Similar to other organizations that encourage positive youth development, the American Kennel Club (AKC) created the Junior Showmanship program to develop skills and pave a path for the next generation of competitors in canine conformation. Although participants age out of the Junior Showmanship Program when they turn eighteen, the hope is that Juniors will continue to be active in dog sports into adulthood. Females are overly represented in all age groups in this survey and in current participation. Although both males and females most commonly stopped participating at age 17 or 18, males had a significantly higher drop out at age 15. Further study is warranted to investigate factors specifically pertaining to male participation. A strong Belief System Model which accounted for positive responses associated with camaraderie and mentoring during the showmanship program was significantly (p=0.01) associated with commitment, member interest and active participation as an adult. In addition, success in the show ring was associated with future involvement in conformation or dog sports. Thus, both perceived achievement and mentorship by adult “volunteers” were associated with continued participation.

Promoting Healthy Attitudes and Behaviors in Youth Who Experience Homelessness: Results of a Longitudinal Intervention Study

PURPOSE

The aim of this study is to determine the effectiveness of a brief intervention to promote responsible substance use and safe sex behaviors in youths experiencing homelessness (YEH).

METHODS

Design: A Solomon four-group (double randomized controlled trial) longitudinal design with repeated measures (3- and 6-month follow-ups) was used in drop-in centers for YEH in Austin, Texas and Columbus, Ohio from which 602 youths, 18-24 years-old (M = 21 ± 1.8), 50% white; 69.9% heterosexual were recruited. A manualized one-on-one intervention consisted of six modules delivered via laptop computers. Modules focused on communication, goal-setting, substance use refusal, safe sex behaviors, enhanced psychological capital (hope, optimism, resilience, self-efficacy, gratitude), and life satisfaction. Valid and reliable measures of hope, optimism, future time perspective, resilience, social connectedness, gratitude, condom intention, self-efficacy for safe sex, safe sex behaviors, self-efficacy for substance use refusal, and life satisfaction were used to collect data for which three hypotheses were tested, using intent to treat, with multi-level modeling (R).

RESULTS

The analysis showed partial support for all hypotheses: (1) post-test outcomes were greater than pretests; (2) intervention group outcomes were greater than control group measures; and (3) significant effects for pretesting. YEH in Ohio completed significantly more sessions than YEH in Texas (p = .001), but took significantly longer to complete all six sessions (p = .001).

DISCUSSION

This brief intervention had significant effects on YEH to promote healthy attitudes and behaviors that merit further testing in larger samples.

The My Strengths Training for Life™ program: Rationale, logic model, and description of a strengths-based intervention for young people experiencing homelessness

Traditionally, UK housing services have focused on providing temporary accommodation, identifying risk factors, and preventing negative outcomes to young people experiencing homelessness. However, deficit approaches may lead young people to becoming dependent on services and face greater marginalization and stigmatization. Meeting long-standing calls to focus more on young people's positive attributes and abilities, the My Strengths Training for Life™ (MST4Life™) program was developed as a community partnership with a large housing service. This paper describes the rationale, logic model, and content of the MST4Life™ program using the TIDieR (Template for Intervention Description and Replication) checklist. MST4Life™ is a strengths-based and experiential psychoeducation intervention for young people aged 16-24 years who are homeless or at risk. Grounded in positive youth development and basic psychological needs theory, its aim is to provide meaningful opportunities for participants to recognize, use, and further develop their mental skills and strengths. In turn, enhancing intentional self-regulation is expected to improve physical, mental, and social health and wellbeing, and support positive transitions to independent living. The potential long-term impacts include a reduction in the number of young people returning as homeless, lower rates of mental illness and mortality, and a cost saving to the public purse.

Long-term effects of a community-based positive youth development program for Black youth: health, education, and financial well-being in adulthood

Background

Childhood poverty is known to be associated with poor health. For youth living in extreme poverty, community-based programs focused on youth development are one strategy to improve health and well-being outcomes. However, very few evaluations of the long-term effectiveness of youth development programs have been conducted.

The aim of this study was to assess the long-term effectiveness of a positive youth development program (PYD), serving a segregated housing project with a history of community violence, to improve the health, education, and financial well-being of its alumni.

Methods

A quasi-experimental causal comparative study design was used to study the effectiveness of the Cabrini-Green Youth Program (CGYP). CGYP alumni (mean: 16.8 +/- 7.4 years after program participation) were surveyed. For comparison, participants from the same housing project who were eligible to participate in the CGYP but did not, were identified.

Results

In total, 246/417 (59%) eligible alumni were located. 221 alumni were available to be interviewed; 191/221 (86%) completed the interview survey along with 143 in the comparison group. Both groups self-identified as being Black, African American, and of Other race. Alumni were younger (34.6 vs. 38.1 years, p < .001), less likely to be female (62% vs. 74%, p =.03), and more likely to have been abused as a child (26% vs. 11%, p = .001). The majority in both groups reported to be in good to excellent health (83% of alumni vs. 74% of comparison group). After adjusting for comparison group differences, alumni were more likely to have completed college, 24% vs. 12% (adjusted odds ratio (aOR) 2.47, 95% CI, 1.25–4.86), and to end up with some money at the end of the month, 35% vs. 19% (aOR 2.16, 95% CI, 1.17, 3.97).

Conclusions

Participation in a PYD program starting at a young age may be associated with reduced poverty in adulthood, possibly aided by higher educational attainment and resultant increased income. PYD may be an effective strategy to supplement evidenced-based poverty reducing policies. This study of a voluntary, community-based PYD program is unique in its up to 33-year follow-up and an outcome assessment that measures more than knowledge change.

A Feasibility Study of the My Strengths Training for Life™ (MST4Life™) Program for Young People Experiencing Homelessness

My Strengths Training for Life™ (MST4Life™) is a positive youth development program for improving wellbeing and social inclusion in young people experiencing homelessness. MST4Life™ addresses a gap in strengths-based programs aimed at promoting healthy and optimal development in vulnerable older adolescents/emerging adults. The program was co-developed with a UK housing service as part of a long-term (>8 years) community−academic partnership. This mixed-methods study describes a key step in developing and evaluating the program: exploring its feasibility and acceptability with 15 homeless young people (Mean age = 19.99 years, SD = 2.42; 60% male, 40% female). Participants experienced 8 weekly sessions within their local community, followed by a 4-day/3-night residential outdoor adventure trip. In addition to their attendance records, the viewpoints of the participants and their support workers were obtained using diary rooms and focus groups. Feasibility was indicated via the themes of attendance, engagement, and reaction. The findings suggested that young people enjoyed and perceived a need for the program, that they considered the program and its evaluation methods to be acceptable, and that both the community-based and outdoor adventure residential phases could be implemented as planned. Minor modifications are needed to recruitment strategies before it is more widely rolled out and evaluated.

Positive Impacts of a Sport Intervention on Male Students of Color and School Climate

A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. Purpose: The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Method: Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10-14, M = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. Results: A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures F(1,74) = 15.00, p < .01, partial η² = .17. Overall school climate scores were statistically significantly greater in the intervention group (F(1,74) = 19.22, p < .01, partial η² = .20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. Conclusions: A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty.

"Now We're All Family": Exploring Social and Emotional Development in a Summer Hip Hop Mixtape Camp

Child and adolescent mental health indicators were trending in the wrong direction pre-COVID-19 and have worsened with the exacerbation of life stressors during a pandemic, especially among youth of color and girls (Racine et al. in JAMA Pediatr 175:1142-1150, 2021). Hip Hop integrated group work with adolescents has increased in the literature, with an emphasis on being more culturally responsive and engaging compared to traditional therapeutic approaches. Levy and Travis (J Spec Group Work 45:307-330, 2020) found in their research that while all Hip Hop integrated groups were effective, the semi-structured group had the most significant reduction in symptoms of stress, depression, and anxiety, compared to the highly structured and minimally structured groups. The purpose of the present study was to determine whether a Hip Hop integrated intervention, that is multi-modal and interdisciplinary (i.e., blending two distinct models [HHE/CCMC] and facilitated by a social worker and school counselor). could effectively promote positive social and emotional development, across three leadership styles. Three groups of six high school students (total n = 18), identifying predominantly as Latinx and Black, were selected from a high school summer enrichment program. Results suggest social and emotional benefits for youth across all groups, regardless of facilitation style. Benefits included increased confidence, a strong sense of community, experiencing joy, and a willingness to step outside of their comfort zones to collaborate and create something personally meaningful. The setting (summer) and sample (high school students) have implications for programming and policies to best meet the mental health needs of youth year round and during times of instability.

Recognition of Community-Based Youth Programming in Counseling Psychology Journals: A 30-Year Analysis

As a field, counseling psychology distinguishes itself through its values of building on client strengths, developmentally-informed and preventative approaches to treatment, social justice efforts to confront individual and systemic oppression, and treatment of individuals across the lifespan. Community-based youth programs offer a culturally-responsive way to advocate for and challenge the systemic inequities faced by youth today. Despite the connections between counseling psychology values and community-based programs, it is unclear how, and to what extent, the field has contributed to this literature. To address this issue, we conducted a content analysis of the three major counseling psychology journals to determine how community-based youth programs have been represented in the field. From January 1990 to March 2019 only 10 articles were published about community-based youth programming, representing only .17% of the articles published during that time period. Implications and future direction for researchers, journals, and the field as a whole are addressed.

Culturally Responsive Practices: Insights from a High-Quality Math Afterschool Program Serving Underprivileged Latinx Youth

High-quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low-income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful program climate, (2) engaging in personal conversations, (3) facilitating opportunities for mutual and math learning across diverse cultures and perspectives, and (4) the promotion of math and a range of social-emotional skills across contexts. These practices helped youth feel more connected to the program, their peers, and program staff (college mentors); provided a platform for youth voice and contribution to the processes of teaching and learning; facilitated opportunities for skill development and practice across the different contexts of youth's lives; interrelated with Latinx cultural values; and helped to promote youth's engagement and math learning. Importantly, youth's relationships with their mentors was a significant aspect of their experiences and perceptions of these practices. We argue that culturally responsive practices are necessary to achieve high-quality programs and provide specific implications for how ASPs can implement them in the design and implementation of their programs.

Program Quality and Developmental Outcomes Related to Youth Volleyball in Ethiopia: Assessing Relationships and Variations

This study aims to assess program quality and developmental outcomes of a youth volleyball project in one of the regional states in Ethiopia, and further examine variations between groups across gender and project site zones. We applied a cross-sectional survey design, collecting quantitative data from youth volleyball players (n = 215) with a mean age of 16.18 years (SD = 0.69) through a self-reported questionnaire. The results indicated that young players’ perceptions did not vary significantly across gender, except for the mean score of the perceived experience variable for girls (M = 2.68, SD = 0.318) was significantly higher than the mean score of boys (M = 2.58, SD = 0.258). One-way (project site zone) analyses of variance (ANOVAs) identified that youth volleyball projects in the central zone were consistently rated higher than those in the western zone, except for the current practice rating. Moreover, correlation analysis results indicated the presence of a significant relationship, both within and between program quality and developmental outcome variables. Furthermore, the results of regression analysis indicated that the program quality variables together predicted each of the developmental outcomes, accounting for 18.9% to 31.7% of the variances. It is concluded that the quality of the youth volleyball program in Ethiopia varies considerably across the project site zones and the program quality variables significantly relate to the developmental outcomes measured with differential effects. The data from this study reveals several practical applications for Ethiopia and beyond in terms of guiding youth volleyball projects. Moreover, the findings of the study showed that youth sport and the manner in which it is structured and delivered to youth players influences the attainment of positive developmental outcomes. These results suggest that contextual differences really do have an effect on the quality of youth sport program processes and developmental outcomes.

Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance in high school

INTRODUCTION

Adolescents' organized afterschool activities have been linked to their academic performance, but processes contributing to these relations are not well understood. This study tested two pathways linking activity intensity and activity quality in 6th grade to high school academic performance: adolescents' activities in 9th grade and adolescents' academic skills in 9th grade.

METHODS

Data were from the Study of Early Child Care and Youth Development, a longitudinal study conducted at 10 sites in the United States. Data were collected from 918 participants (51% female) who were assessed in 6th grade (Age 12; middle school), 9th grade (Age 15; beginning of high school), and 12th grade (Age 18; end of high school).

RESULTS & CONCLUSIONS

Findings from structural equation models indicated that adolescents who had higher activity intensity and activity quality in 6th grade participated in activities with higher intensity and quality in 9th grade. These 9th grade activities formed an indirect path linking 6th grade activities to high school academic performance, including grades and number of advanced classes. In addition, 6th grade activity quality promoted adolescents' work orientations in 9th grade, a key academic disposition that then predicted grades and number of advanced classes in high school. These findings suggest that organized afterschool activities in middle school may prepare adolescents for academic success in high school via their participation in activities in 9th grade as well a stronger work orientation in 9th grade.

The Influence of a Peer Support Camp on Mitigating Emotional Distress in Siblings of Children With Cancer

Background: Siblings of children with cancer often experience anxiety and posttraumatic stress symptoms (PTSS), which negatively impact their self-esteem due to emotionally upsetting circumstances. The purpose of this longitudinal quantitative study was to investigate changes in anxiety, PTSS, and self-esteem of youth who participated in a peer support camp for siblings of children with cancer. Methods: A longitudinal study examined changes over time. Data were collected from 32 sibling surveys pre-, post-, and three months after camp. Siblings completed assessments to measure anxiety, PTSS, and self-esteem. A repeated measures ANOVA or Friedman Test was conducted to identify changes across the three data points for each outcome measured. Post hoc comparisons using paired sample t-tests or Wilcoxon Signed-Rank tests were conducted. Results: Significant improvements in anxiety; T1 and T2 (p < .000); T1 and T3 (p < .000). Significant decrease in PTSS; T1 and T2 (p = .001); T1 and T3 (p = .011). Significant improvement in self-esteem scores for older participants (ages 10-16); T1 and T2 (p < .000). Significant improvement in self-esteem for younger participants (ages 7-9); T1 and T3 (p = .005). Discussion: The data generated in this study expand knowledge about the influence of peer support camps on reducing the emotional distress of siblings of children with cancer. The findings warrant further research on the long-term impact of such camps, the value of repeated participation, differences between bereaved and nonbereaved siblings, the phase of the cancer experience, and elements of the camp that have the most impact.

Addressing infant mortality through positive youth development opportunities for adolescent girls

Adolescent girls experience risks prior to pregnancy and giving birth that influence their overall health, and development, as well as community rates of infant mortality. Supporting adolescent girls through positive youth development (PYD) opportunities offers a potential long-term strategy to preventing infant mortality and improving maternal health outcomes. The current study sought to assess state-wide needs, resources and opportunities related to PYD supports for adolescent girls, especially among those most at risk for early pregnancy. A strengths, weaknesses, opportunities and threats (SWOT) analysis guided nine community forums in counties with the highest rates of infant mortality in one large Midwestern state. In total, 368 stakeholders attended the forums and provided insights related to the context of PYD for adolescent girls. Researchers also conducted three focus group with 19 parents/guardians and three focus groups with 25 adolescent girls aged 11-14 to validate the findings from the SWOT analysis. Content analysis was utilised to synthesise the qualitative results. Strengths and opportunities related to PYD for adolescent girls included access to afterschool programming and access to health and mental health services. Weaknesses brought awareness to more systemic problems as all nine counties reported a lack of communication and coordination among youth programs and a need for greater collaboration among youth agencies. Threats included challenges associated with technology and social media, unsafe neighbourhood conditions, and issues of racism, sexism, poverty and discrimination. Findings support the need for a continued focus and priority on improving access, services and supports for adolescent girls to prevent infant mortality and improve their health and well-being. Local, state and national leaders can use the results of this study to promote additional strategies for addressing infant mortality through PYD for adolescent girls.

An evaluation of My Strengths Training for Life™ for improving resilience and well-being of young people experiencing homelessness

This community-based study investigated whether (1) a novel sport psychology informed positive youth development program, My Strengths Training for Life™, improved resilience and well-being and (2) young people differed in outcomes according to demographics (gender, ethnicity, social inclusion, and learning difficulty). A total of 246 young people (M age = 19.74, SD = 2.31) living in a large housing service completed questionnaires on demographics, mental skills, and pre and postprogram resilience and well-being. Baseline differences in resilience and well-being existed for ethnicity and learning difficulty status but did not influence MST4Life™ outcomes. There was a significant improvement in resilience and well-being over time, which was associated with mental skills development. Implications apply for policy, program commissioners, and research: (1) novel sport psychology interventions can improve the well-being of disadvantaged youth, and (2) demographics at baseline should be considered in intervention planning and evaluation with this population.

Feasibility and Acceptability of a Novel Primary Care-Based Intervention to Promote Parent-Teen Communication About Teen Strengths

Strength-based approaches to youth development have been tested in community settings and are related to improvements in social, health, and academic realms. However, little is known about similar approaches to enhance parent-teen communication (PTC) in pediatric primary care. The goal of this study was to test the feasibility and acceptability of an intervention to facilitate parent-teen communication about teen strengths. Intervention materials were developed based on a literature review, expert consultation, and feedback from stakeholders. The final intervention was a parent-directed booklet and a parent-teen discussion activity. At the well-adolescent visit (WAV), dyads received an orientation to the materials and were instructed to complete the discussion activity within 2 weeks of the WAV. Health Care Providers verbally endorsed the materials and instructed parents to read the booklet and complete the discussion activity with their teens. Acceptability was assessed at 2-week and 2-month follow-ups. Parent-adolescent dyads from an urban, pediatric primary care practice were enrolled with half assigned to the treatment group. Those in the treatment group (60 dyads) are the focus of this paper. Youth were 13-15 years old, 55% female, and 66% Black. Most participating parents (97%) were female. Fidelity was ≥ 88% for delivery of each of the intervention components. Fifty-four of the 60 parents in the intervention group completed the 2-week call. Of those 54 parents, 96% read the booklet and 62% found the booklet either extremely or very helpful. The majority of parents (67%) and teens (72%) reported that the discussion activity was excellent or very good. Analysis of qualitative data also provided rich insight into the participants' experiences with the intervention materials. Overall results suggest that an intervention to promote PTC about teen strengths is feasible and acceptable to parents and teens within primary care.

Engaging Community and Academic Partners to Explore Adolescent Emotional Well-Being

In an under-resourced area of the South Bay of Los Angeles, partnerships were formed between community advocates with extensive research experience, less experienced academic investigators, and an urban public high school without partnered research experience. This article outlines the process of developing these partnerships through a community-academic research conference addressing a priority area identified by the local community to define and understand the importance and relevance of adolescent emotional well-being. Teen participants from the high school identified support from the community as the most crucial ingredient for achieving adolescent emotional well-being.

Preventing and responding to child sexual abuse: Organizational efforts

BACKGROUND

Child sexual abuse (CSA) remains an ongoing threat to the wellbeing of children who might be victimized, to the liberty of individuals who might engage in abusive behavior, and to the reputations and livelihood of organizations in which abuse might occur. In the U.S., millions of children participate in youth-serving organizations (YSOs), and it is known that a proportion of CSA occurs in these settings. Despite the severity of these threats, there is little knowledge of the steps that organizations take to prevent and respond to CSA.

OBJECTIVE

Our study aimed to index current measures to prevent and respond to CSA in organizational settings, using four of the largest U.S.-based YSOs as exemplars.

METHODS

In partnership with our partner YSOs, we completed a qualitative analysis of 74 organizational documents including written policies, codes of conduct, trainings, and other documents that formalize these four organizations' current CSA prevention and intervention efforts.

RESULTS

These organizations collectively implement hundreds of distinct measures aimed at preventing, detecting, and responding to CSA. These measures were categorized under eight overarching themes, including: overall commitment to child safety, code of conduct, training and education, assessment, implementation and monitoring, screening and hiring, reporting and responding to child sexual abuse, youth problem sexual behavior, and boundaries for teen leaders and young adult staff.

CONCLUSION

Findings from the current study, outlining key prevention and policy areas undertaken by participating YSOs, offer a starting point for discussion about core elements needed to keep children safe from sexual abuse in YSO settings.

LGBTQ+ Inclusion and Support: An Analysis of Challenges and Opportunities Within 4-H

LGBTQ+ youth experience health disparities compared with heterosexual and cisgender youth. Community-based, positive youth development organizations are an important resource to support and affirm LGBTQ+ youth. This study aimed to identify the opportunities and challenges in supporting LGBTQ+ youth within 4-H. The study took place in one state in the United States within a 4-H program and employed qualitative, community-based methods using SWOT (strengths, weaknesses, opportunities, threats) analyses and focus groups of 4-H staff, support staff, volunteers, and youth participants. The majority of participants were White and middle class with direct connections to the 4-H program. Thematic analyses were conducted by multiple analysts until consensus was reached. Challenges and opportunities emerged in 3 themes: (a) organizational climate; (b) policies and procedures; and (c) training, education, and resources. Two additional themes included opportunities only: (a) community engagement and (b) youth-specific resources. This study has important implications for the 4-H program, rural community practice, and research, including strategies to improve LGBTQ+ inclusivity through education, programs and policies, hiring, and community partnerships. Additionally, this study highlights the opportunity and unique positionality of the 4-H program to amplify youth voices in the creation of youth-specific resources.

Looking Ahead and Working Hard: How School Experiences Foster Adolescents' Future Orientation and Perseverance

The current study examined developmental change in future orientation and perseverance across childhood and adolescence. Drawing from stage-environment fit theory, the study examined how adolescents' perceptions of key school experiences (teacher support, school climate, high-quality organized activities, school transitions) and socioemotional competencies covaried across time. Using an accelerated longitudinal design, a diverse sample of 4,055 youth in grades 6-12 completed assessments at 4 time points. Latent growth curve analyses revealed future orientation and perseverance both followed a quadratic trajectory marked by growth in early adolescence, followed by a leveling off in later adolescence. School experiences positively covaried with socioemotional competencies. Findings provide insight into patterns of age-related change and offer implications for practices aimed at promoting future orientation and perseverance.

Future Directions in Understanding and Addressing Mental Health among LGBTQ Youth

Today's LGBTQ youth come of age at a time of dynamic social and political change with regard to LGBTQ rights and visibility, yet remain vulnerable to compromised mental health. Despite advances in individual-level treatment strategies, school-based programs, and state-level policies that address LGBTQ mental health, there remains a critical gap in large-scale evidence-based prevention and intervention programs designed to support the positive development and mental health of LGBTQ youth. To spur advances in research and translation, I pose six considerations for future scholarship and practice. I begin by framing LGBTQ (mental) health disparities in a life course perspective and discuss how research focused on the timing of events could offer insight into the optimum targets and timing of prevention and intervention strategies. Next, I argue the importance of expanding notions of "mental health" to include perspectives of wellbeing, positive youth development, and resilience. I then consider how research might attend to the complexity of LGBTQ youths' lived experience within and across the various contexts they traverse in their day-to-day lives. Similarly, I discuss the importance of exploring heterogeneity in LGBTQ youth experiences and mental health. I also offer suggestions for how community partnerships may be a key resource for developing and evaluating evidence-informed programs and tools designed to foster the positive development and mental health of LGBTQ youth. Finally, I acknowledge the potentials of team science for advancing research and practice for LGBTQ youth health and wellbeing. Throughout, these future directions center the urgent needs of LGBTQ youth.

Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

The Positive Youth Development (PYD) approach identifies adolescents as resources to be empowered rather than problems to be solved. All adolescents have strengths and will fully develop when these strengths are integrated with healthy resources in the diverse environments where they live and interact. The objective of this study was twofold: (1) to present the Positive Development Program for Adolescents living in rural areas (DPAR Program) and (2) to pilot test the intervention program. The DPAR program was evaluated using a repeated-measures design before and after the intervention, with an intervention group and a control group. The sample consisted of 176 adolescents between 11 and 15 years old (M = 12.89, SD = 0.90) who belonged to two high schools with similar characteristics located in rural settings. A mixed-design analysis of variance was performed for each dependent variable. Results showed a significant increase in most of the study variables (self-esteem, self-efficacy, group identity, empathy, relational skills, assertiveness, and conflict resolution) and a significant decrease in alexithymia, as well as better academic performance. All this evidence indicates that the DPAR program is effective in promoting positive adolescent development and addresses the lack of programs based on the PYD approach in rural areas.

Examining the implementation of the Icelandic model for primary prevention of substance use in a rural Canadian community: a study protocol

BACKGROUND

The Icelandic Prevention Model (IPM) is a collaborative upstream model that was designed to influence risk and protective factors related to substance use within the community, school, peer and family contexts. By engaging whole communities, the IPM has been found to be effective in reducing youth substance use behaviours across Iceland. As an extension to the IPM's participatory approach, this research will examine how youth involvement can enhance outcomes. In addition, this research will evaluate whether the IPM approach is beneficial for mental health promotion and general youth wellbeing.

METHODS

The present research protocol applies the bioecological model within a participatory mixed-method case study design to examine the implementation of the IPM in a rural community in Canada. This study was designed to identify whether the Icelandic substance use prevention model is effective in reducing substance use and promoting mental health and development for Canadian youth. It will also explore how to engage youth within the approach and how this adaptation influences implementation and outcomes.

DISCUSSION

The findings from this study will contribute to our understanding of upstream prevention of youth substance use and will be used to support scaling of the IPM across Canada.

School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters

Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a high-risk Canadian sample (N = 545) and by considering a range of involvement parameters. Results showed that consistent involvement in the past year was associated with lower odds of dropout (OR = 0.32; 95% CI = 0.17-0.61). However, adolescents who interrupted their involvement during this period (e.g., because of cancelations or exclusions) were as much at risk of dropout as those who were not involved at all. Findings notably imply that excluding students from ECA (e.g., because of No Pass/No Play policies) may heighten their dropout risk.

Long-Term Self-Regulation Moderates the Role of Internal Resources for Resilience in Positive Youth Development in Portugal

Positive Youth Development (PYD) presents a strength-based conception of transition to adulthood that has been well-supported by literature to date. However, research is needed to integrate the pathways to PYD and the possible moderators. This study aimed to analyze the relationships between internal resources for resilience and PYD and to examine the moderating role of short-term and long-term self-regulation by gender. To reach this overall aim, a cross-sectional study was performed with a national sample of 2700 youths (73.3% girls; M_age = 21.3, SD = 2.79) from Portugal, who completed self-report measures. Regression-based moderation models were developed. Results indicated that greater presence of internal resources for resilience was related to higher PYD. Long-term self-regulation and gender moderated this relationship, such that a greater effect was observed in men with high levels of long-term self-regulation. These results highlight the need to integrate prevention and promotion paradigms to foster healthy development in youth, as well as the importance of taking self-regulation skills and gender into account in program design.

Staff matter: Gender differences in science, technology, engineering or math (STEM) career interest development in adolescent youth

We explore the understudied role of program staff in an out-of-school time (OST) program at a large science museum, which may be especially relevant for supporting underrepresented minority (URM) youth’s interest in science, technology, engineering, or math (STEM) careers. Using a sequential explanatory mixed-method design, we surveyed 167 program alumni on their science attitudes, career interests, and memories about how the program compared to experiences at home, school, and with friends. We followed that with 49 interviews with alumni. Findings show that, while in the program, alumni who identify as women reported a much greater increase in their STEM career interest than those who identify as men. Interviews suggest this may be related to different types of staff relationships between the genders. We interpret results through the lens of positive youth development and offer recommendations for OST program providers and researchers.

Tough decisions in medical specialty camps: Relationships between camp dosage, outcomes, and camper attendance

RATIONALE

Medical specialty camps play a significant role in the lives of the youth they serve. These camps have been found to improve self-determination in campers, to develop camper skills in managing a disability or coping with a diagnosis, and to provide campers with respite/escape from the challenges associated with their disability or diagnosis. Youth attending medical specialty camps are often funded through full or partial scholarships, mitigating a significant constraint to their participation. These resources are limited, leading camp administrators charged with allocating funding to make challenging decisions in determining which campers would most benefit from camp participation.

OBJECTIVE

This study examines a factor often linked to the escalating achievement of outcomes, repeated camp attendance, in 217 youth (ages 10-16) attending a one-week residential summer "Type 1 diabetes" camp. Specifically, two research questions were examined using a structural equation model (SEM): (1) what effect does repeat camp attendance (returning for multiple years) have on targeted outcome achievement, and (2) how does camper age moderate the relationship between repeated camp attendance and outcomes?

RESULTS

The study results indicate across the 10-outcomes tested in the study (e.g., relatedness, autonomy, competence), repeat attendance had no statistically meaningful effect (p ≤ .05) on outcome scores, nor did camper age moderate the strength of relationship between attendance and outcomes.

CONCLUSION

The lack of relationship between attendance and outcomes supports prior meta-analyses suggesting the lack of value of repeated attendance, as does the non-significant moderational effect. The results of this study may illustrate to program providers and funders that no discernible benefit (in terms of targeted and measured outcomes in the current study) is due to repeat attendance, which can inform resource allocation and camper recruitment decisions.

Intervening in cultural development: The case of ethnic-racial identity

The literature on developmental psychopathology has been criticized for its limited integration of culture and, particularly, the lack of research addressing cultural development in relation to psychopathology. In this paper, I present how the study of ethnic-racial identity provides a heuristic model for how culture can be examined developmentally and in relation to psychopathology. In addition, I introduce the Identity Project intervention program and discuss how its findings provide empirical support for the notions that cultural development can be modified with intervention, and that such modifications can lead to psychosocial benefits for adolescents. Finally, I discuss existing challenges to advancing this work and important future directions for both basic and translational research in this area.

Why do extracurricular activities prevent dropout more effectively in some high schools than in others? A mixed-method examination of organizational dynamics

This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles (Effective, Ineffective, and Mixed) were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in Effective schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources-human and material-and implemented inclusive practices. In Ineffective schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a Mixed profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA's ability to support students' perseverance are provided.

Understanding the delivery of a Canadian-based after-school STEM program: a case study

BACKGROUND

Due to the rising demands for a Canadian workforce with science, technology, engineering, and math (STEM)-related education, there is a need to increase youth engagement in STEM education and programming. Research, however, has shown that youth residing in low-income communities are disproportionately affected by psychosocial barriers, which often inhibit meaningful engagement in STEM programming. Visions of Science Network for Learning (VoSNL) was designed and implemented to address these existing barriers. VoSNL is a charitable organization in Southern Ontario, Canada, that provides weekly community-based STEM programming to low-income and marginalized youth during out-of-school time. VoSNL programming is delivered directly within the community and is free-of-charge for all youth in order to minimize barriers of physical and financial accessibility. The purpose of this report was to provide a detailed description of a core program within VoSNL-Community Science Clubs-and summarize the findings of a process evaluation, specifically the successes and challenges of implementing a community-based, out-of-school STEM program.

RESULTS

Program successes are outlined along with the challenges that have been identified through program implementation. Successes include (a) delivering the program within a community context, (b) opportunities for consistent engagement, and (c) establishing positive youth-staff relationships. Challenges include (a) navigating community-based issues, (b) conducting outreach and promotion, and (c) accommodating a wide age range of youth. Further, lessons learned from an evaluation of program implementation are also discussed.

CONCLUSIONS

This report provides one of the first program descriptions and process evaluations of a community-based, youth-focused STEM program within a Canadian context. The findings in this report have helped to improve the delivery and evaluation of the VoSNL program and may act as a catalyst for program expansion to reach more youth in marginalized communities. Further, the findings can also provide a strong framework for programmers interested in implementing STEM youth programming in a community context, assist in the replication of similar models in other locations, and enhance STEM learning amongst youth.

Effectiveness of Positive Youth Development Interventions: A Meta-Analysis of Randomized Controlled Trials

Positive youth development is thought to be essential to the prevention of adolescent risk behavior and the promotion of thriving. This meta-analysis examined the effects of positive youth development interventions in promoting positive outcomes and reducing risk behavior. Ten databases and grey literature were scanned using a predefined search strategy. We included studies that focused on young people aged 10-19 years, implemented a positive youth development intervention, were outside school hours, and utilized a randomized controlled design. Twenty-four studies, involving 23,258 participants, met the inclusion criteria and were included in the analysis. The impact of the interventions on outcomes including behavioral problems, sexual risk behavior, academic achievement, prosocial behavior and psychological adjustment were assessed. Positive youth development interventions had a small but significant effect on academic achievement and psychological adjustment. No significant effects were found for sexual risk behaviors, problem behavior or positive social behaviors. Intervention effects were independent of program characteristics and participant age. Low-risk young people derived more benefit from positive youth development interventions than high-risk youth. The studies examined had several methodological flaws, which weakened the ability to draw conclusions. Substantial progress has been made in the theoretical understanding of youth development in the past two decades. This progress needs to be matched in the intervention literature, through the use of high-quality evaluation research of positive youth development programs.

Trajectories of Personal Well-Being Attributes Among High School Students in Hong Kong

How personal well-being of adolescents changes over the high school period is not entirely clear in the scientific literature. Using 15 positive youth development (PYD) attributes as indicators of well-being, the current study investigated the related developmental trajectories among a large sample of Hong Kong adolescents from Grade 7 to Grade 12. Individual growth curve modeling revealed that while variation existed across different PYD attributes, nine out of 15 positive youth development attributes declined in the early adolescence but showed a rebound or a slower rate of decline in the late adolescence. The current study serves as a pioneering attempt to chart the normative profiles of Chinese adolescents' personal well-being over time. The theoretical and practical implications of the findings are discussed.

Effectiveness of Positive Youth Development Interventions: A Meta-Analysis of Randomized Controlled Trials

Positive youth development is thought to be essential to the prevention of adolescent risk behavior and the promotion of thriving. This meta-analysis examined the effects of positive youth development interventions in promoting positive outcomes and reducing risk behavior. Ten databases and grey literature were scanned using a predefined search strategy. We included studies that focused on young people aged 10-19 years, implemented a positive youth development intervention, were outside school hours, and utilized a randomized controlled design. Twenty-four studies, involving 23,258 participants, met the inclusion criteria and were included in the analysis. The impact of the interventions on outcomes including behavioral problems, sexual risk behavior, academic achievement, prosocial behavior and psychological adjustment were assessed. Positive youth development interventions had a small but significant effect on academic achievement and psychological adjustment. No significant effects were found for sexual risk behaviors, problem behavior or positive social behaviors. Intervention effects were independent of program characteristics and participant age. Low-risk young people derived more benefit from positive youth development interventions than high-risk youth. The studies examined had several methodological flaws, which weakened the ability to draw conclusions. Substantial progress has been made in the theoretical understanding of youth development in the past two decades. This progress needs to be matched in the intervention literature, through the use of high-quality evaluation research of positive youth development programs.