Comprehensive Positive Youth Development Programs

1. 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

2. Outline • Theories for Positive Youth Development (PYD) • ABAN AYA • The Positive Action (PA) program • Conclusions 2

3. Theoretical Orientation:A Matrix of Theories 3

4. The Theory of Triadic Influence ENVIRONMENT GENETICS IntraPersonal Environment Social Situation Attitudes Toward Behavior Self-Efficacy Social Normative Beliefs Intentions/Decision BEHAVIOR 4

5. THE THEORY OF TRIADIC INFLUENCE CULTURAL SOCIAL BIOLOGY/ ENVIRONMENT SITUATION PERSONALITY Interactions w/ Social Instit’s ATTITUDES SOCIAL SELF-EFFICACY TOWARD THE NORMATIVE BEHAVIORAL BEHAVIOR BELIEFS CONTROL Levels of Intrapersonal Stream Social/Normative Stream Cultural/Attitudinal Stream Causation Biological/Nature Nurture/Cultural Ultimate Causes 1 2 3 4 5 6 a f Social/ Personal Nexus c d e b Sense of Information/ Interpersonal Others’ Social Self/Control Opportunities Bonding Beh & Atts Competence Distal Influences 7 8 9 10 11 12 g r p i q h k n m l j o Expectancies & Evaluations Self Skills: Motivation Perceived Values/ Knowledge/ Determination Social+General to Comply Norms Evaluations Expectancies 13 14 15 16 17 18 s x u w v t Affect and Cognitions Proximal 19 20 21 Predictors Decisions DECISIONS/INTENTIONS A G B H C I D E F 22 Trial Behavior EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological K Experiences 23 Related Behaviors J 5

6. ENVIRONMENT Situation E E Person P P S S Values Environment Knowledge Environment P S E Value Social Bonds Role Models Know Self- Control Com- petence Cognitive/Competence Substreams Affective/Control Substreams Exp Eval Mc NB Will + Skill Att Att SNB Self Efficacy SNB Intentions Behavior DEVELOPMENT & TIME The TTI Developmental-Ecological System 6

7. 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 Limitations of Behavior-Specific Programs 7

8. 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) 8

9. Mapping of ABAN AYA Content onto the TTI Social Service Coordination Mentoring School-wide changes Parent effectiveness training Media literacy Community, Etc. African-American Identity & Sense of Self African-American History & Values Kwanza, Nguzo Saba Identification of African-American role models/heroes Information/ Opportunities Sense of Self/Control Social Competence Interpersonal Bonding Others’ Behs & Atts Interactions w. Social Instit’s Values Education, Goal setting Self-control & Anger management Alternatives, Information & Consequences Norms awareness & clarification Social & Self- management Skill Building Attachment Empathy Self Determination Skills: Social+General Motivation to Comply Perceived Norms Values/ Evaluations Knowledge/ Expectancies Self-Efficacy, Behavioral Control Attitudes Toward The Behavior Social Normative Beliefs Decision-making and Problem-solving skills Decisions/Intentions Behavior 9

10. 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 ABAN AYA: Classroom Strategies 10

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 11

12. ABAN AYA: Male substance use growth curves (logit) 12

13. ABAN AYA: Male delinquency behavior growth curves 13

14. ABAN AYA: Male odds of sexual intercourse by condition 14

15. ABAN AYA: Male condom use by condition (logit ) 15

16. Moderation: A common example of differential effects by risk level 16

17. Basic Philosophy (Theory of Action)of the Positive Action Program & Circle You feel good about yourself when you do positive actions.Cognitive Behavior Therapy and Positive Psychology 17

18. The POSITIVE ACTION Program Components • K–12 classroom curriculum • over 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 Kit • used 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 Kit • manuals and materials that align and encourage collaboration of all the environments (schools, families and community) involved in the program 18

19. 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) 19

20. Mapping of Positive Action Content onto the TTI CLASSROOM SCHOOL FAMILY COMMUNITY Positive Action Program Components and Lessons (Exist in each Component) IntraPersonal (Individual) Social Context/ Situations Socio-Cultural Environment Genetics Biology Personality Family School Neighborhood Peers Mass Media Regulations Religion Economy Positive Role Models Feelings Empathy Self Concept Social Bonding/ Attachment Others’ Behavior & Approval General Values Information Environment Sense of Self Social Competence Health & Drug Info Values How to Treat Others Self Management Time, Energy, Talents, Money, Anger How You Like To Be Treated Self- Determination Social Skills Others’ Expectations Desire to Please Evaluation of Outcomes Expected Consequences Alternative Consequences Communica -tion Skills Conflict Resolution Social & Emotional Health Social Normative Beliefs Attitudes Toward the Behavior Self-Efficacy Thinking Skills Creativity Decision-Making Problem-Solving INTENTIONS/DECISIONS BEHAVIOR Experiences from Behavior 20

21. Logic/Theoretic Model of the Expected Effects of the Positive Action Program Program Components Immediate Outcomes Climate Development, Family Kit, Teacher/Staff Training, K–12 Instruction Curriculum, Drug Education Supplements, Community Kit, Counseling Kit * Improved relationships among school administrators, teachers, parents & community. * Improved classroom management. * Increased involvement of school with parents & community. Improved Learning Environment Expected Impact Expected Effects PA Unit Fewer Disciplinary Problems; Reduced Substance Use; Less Violence Attitudes Toward Behaviors, Social Normative Beliefs, Self-Efficacy • Improved character/self-concept • Learning/Study skills • Self-Management • Interpersonal/social skills • Self-honesty, responsibility • Goal setting, future orientation Improved Social and Character Development Improved School Attendance, Grades and Test Scores 21

22. Hawaii Student Self Reports 24

23. Hawaii Student Self Reports 25

24. Hawaii: Lifetime Prevalence of Substance Abuse, Violent Behaviors, & Sexual Activity: 5th grade (no significant interactions) --------------SUBSTANCE ABUSE------- ---SERIOUS VIOLENT BEHAVIORS--- SEX 26

25. Hawaii Trial: 27

26. Hawaii Teacher Ratings Dose-Response Relationship 28

27. Hawaii: Program effects on absenteeism 29

28. 30

29. 31

30. Chicago:

31. Chicago: 33

32. 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. 34

33. Chicago: Program Effects on Standardized Test ScoresMultiple baseline data and post-program effects 35

34. Moderation: Problem Behavior by % Minority: Nevada: Sum of Felonies, Misdemeanors, Department Rules, School Rules 3 2.5 2.5 2 1.5 Mean Number Problem Behaviors per Student per Year 0.9 0.8 1 0.4 0.5 0.3 0.0 0 -0.5 PA No PA <25% Minority 26-49% Minority >50% Minority Matched Control or PA School 36

35. Hawaii: Interaction of PA and Student Poverty(Free/Reduced Lunch)on Discipline: Sum of Felonies, Misdemeanors, Department Rules, School Rules PA No PA <10% Poverty (Free/Reduced Lunch) 10-15% Poverty (Free/Reduced Lunch) >15% Poverty (Free/Reduced Lunch) Interaction significant at p<.01 Matched Control or PA School 37

36. 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 39

37. 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 40

38. 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 41

39. Funding and Collaborators • 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, brian.flay@oregonstate.edu. 42

40. 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. 43

41. Have a Positive Action Day! 44