Comprehensive Positive Youth Development Programs

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

4

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

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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

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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

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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

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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

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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

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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

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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

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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

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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:

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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

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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

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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

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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!