Transcript Positive Youth Development - Oregon 4-H

Research Base for
4-H Youth Development
Professionals
Pamela Rose, PhD
Oregon State University
Marion County
4-H Youth Development Educator
Goals for this webinar
 Understand our Research Base
 Increase understanding of Positive Youth
Development (PYD)
 Theory
 Historic/Current Research Base
 Frameworks
 Provide ideas for how to put this
knowledge into everyday practice
What is our Research Base?
 4-H Professional, Research, Knowledge,
Competency (4-H PRKC)
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Youth Development
Youth Program Development
Organizational Systems
Partnerships
Volunteerism
Equity, Access and Opportunity
Stone, B . & Rennekamp, R. (2004)
Youth Development Research Base
Positive Youth Development
 A field which has only established its
footing in the last 20-30 years
 Grew out of a look at adolescence
through the lens of systems theories:
 Plasticity of adolescent development
 Multiple pathways children take through
adolescence
Positive Youth Development
“View young people as
resources to be developed
rather than as problems
to be managed.”
(Lerner, 2005; Damon, 2004)
Why is a Research Base
important to our work?
 Serves as the cornerstone
 Provides credibility
 Creates positive outcomes for youth
A look back…Strategies of the Past
 Focus on reducing specific risk behaviors
 Categorical funding—Categorical problems
 Focus on stopping teens from….
 Presumption of Guilt:
 Just Say “No”
 This is Your Brain on Drugs!
Ecological Model
 Ecological theory is
based on an
understanding that
young people grow
up in a set of nested
contexts.
(Brofenbrenner,
1979)
Positive Youth Development:
A 21st Century Approach
 Young people grow up in communities,
not programs. Efforts must strengthen
communities.
 Youth are valued assets who can
contribute positively to community
change—now and as adults.
 Youth participation as partners is
essential
Traditional Youth
Services
Positive Youth
Development
• Focus on problems
• Focus on positive outcomes
• Reactive
• Pro-active
• Targeted youth
• All youth
• Youth as recipients
• Youth as active participants
• Programs
• Community response
(systemic change)
• Professional providers
• Community members
Positive Youth Development
• This approach does not replace the focus on
preventing problems.
• Rather, it creates a larger framework that
promotes positive outcomes for ALL young
people.
• The focus is on asset-building.
• This framework includes a broad base of
opportunities, such as: mentoring, school-
based community service programs, arts
activities, parenting skills and more.
Approaches to Youth Development
PREVENTION
Focus: Risks
Target: Social Norms
Goal: Fewer Problems
Focus: Skills & Knowledge
Target: Individual Learners
Goal: Competency in knowledge or skill
EDUCATION
Focus: Developmental Needs
Target: Opportunities for Youth
Goal: Maturity
YOUTH DEVELOPMENT
Source: Dr. Cathann Kress (2004).
Youth Development
Youth development is the natural process
of developing one's abilities and
capacities. While it occurs through a
youth's daily experiences with people,
places, and possibilities, it is far too
important to be left to chance.
Positive Youth Development
Positive youth development occurs from
an intentional process that promotes
positive outcomes for young people by
providing opportunities, relationships and
the support to fully participate. Youth
development takes place in families,
peer groups, schools, neighborhoods and
communities.
“Problem free is not fully
prepared.
Fully prepared is not fully
engaged.”
Karen Pittman
Executive Director of the Forum for Youth Investment
http://www.forumfyi.org/files/PPE.pdf
Positive Youth Development
A philosophy or approach
that guides communities in
the way they organize
programs and supports so
that young people
can develop to their full
potential!
Proven Principles of PYD
 Youth do youth development. They grow up with or
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without our help. Our support makes a difference.
An asset-based approach builds on the positive
protective factors in a young person’s life.
Caring adults provide essential support to youth.
Problem-free is neither fully prepared nor fully
engaged.
Intentional opportunities promote desired outcomes.
Young people are resources, not problems to be
managed.
What is a Framework?
 A way to organize what is known in an area
in order to make it easier for people to use
that knowledge effectively.
 Many frameworks use the same research
and label core elements differently.
 Understanding the core elements of a
framework are critical to its effective use.
Source: Dr. Cathann Kress (2007). CYFAR Speech
Purpose of the Framework
Frameworks may be designed to:
 stimulate research (theories)
 communicate to a wide audience
 summarize a whole body of literature
 guide action
Knowing the intended purpose of a framework
helps to check alignment with your intended use.
Frameworks arise not from data
so much as purpose.
A few frameworks…
 Essential Features
 Search Institute’s 40 Assets
 4-H Life Skills
 America’s Promise
 Circle of Courage
 Essential Elements
 The 5 C’s
Essential Features of PYD
1.
2.
3.
4.
5.
6.
7.
8.
Physical and Psychological Safety
Appropriate Structure
Supportive Relationships
Opportunities for Belonging
Positive Social Norms
Support for Efficacy & Mattering
Opportunities for Skills Building
Integration of Family, School and
Community Efforts
National Research Council (2002)
Search Institute Assets
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External Assets
Support
Empowerment
Boundaries and
Expectations
Constructive Use of
Time
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Internal Assets
Commitment to
Learning
Positive Values
Social Competencies
Positive Identity
www.search-institute.org
Thriving Indicators by Asset Level
Succeeds in School
100%
90%
Maintains Good
Health
80%
93%
75%
70%
59%
60%
52%
50%
43%
40%
30%
30%
25%
20%
10%
8%
0%
0-10
11-20
21-30
31-40
Relationship of Assets to Negative
Outcomes
70%
61
60%
Alcohol Use
Violence
49
50%
38
40%
Percent
of Teens 30%
27
19
20%
11
10%
3
7
0%
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
Number of assets
Copyright © 2001 by Search Institute
4-H Life Skills Model
Comparing Frameworks
National Research
Council
Physical
Development
4-H Life
Skills
Model
Health
Intellectual Development
Head
Psychological and
Emotional Development
Heart
Social Development
Hands
Search Institute
Internal
Assets
External
Assets
P.E.P. Talk
Putting into Everyday Practice
How to put knowledge into practice
Basis for Research
 Administered Search Institute Surveys to
all 8th-10th grade students in County
 Identified assets students were lacking
 Created program to address needs
 Measured impact of program
America’s Promise…
1. Caring Adult
2. Safe Places
3. Effective Education
4. Healthy Start
5. Opportunities to Help Others
Circle of Courage
First introduced
in 1990 in the
book
“Reclaiming
Youth at Risk”.
Essential Elements of 4-H PYD
 In 1999, a team of evaluators from the
National 4-H Impact Design
Implementation Team was given the
charge of determining the “critical
elements in a 4-H experience”.
Essential Elements of 4-H PYD
Positive relationship with a caring adult
A safe environment
An inclusive environment
Engagement in learning
Opportunity for mastery
Opportunity to see oneself as an active
participant in their future
7. Opportunity for self-determination
8. Opportunity to value and practice
service for others
1.
2.
3.
4.
5.
6.
Essential Elements of 4-H PYD
distilled into 4-H concepts
Belonging
Positive Relationship with a
caring adult
A safe environment
An inclusive environment
Independence
Opportunity to see oneself as
an active participant in the
future
Opportunity for selfdetermination
Mastery
Engagement in Learning
Opportunity for Mastery
Generosity
Opportunity to value and
practice service for others
Comparing Frameworks
America’s
Promise
4-H Essential
Elements
Circle of
Courage
Belonging
See themselves as
Caring Adult
belonging to a whole
Safe Places
Effective
Education
Independence
Take step forward as
independent people
Mastery
Draw on their inherent Healthy Start
mastery of life
Generosity
Use generosity to
Opportunities to
contribute their
Help Others
wisdom to community
P.E.P. Talk
Putting into Everyday Practice
How to put knowledge into practice
Program Planning/Education needs
 Used Circle of Courage as the basis for
training provided to Counselors in
Training (CIT)
 Helped counselors understand needs of
campers based on 4 elements
 Situation based activities
The Five C’s
 Categorizing desired outcomes for youth
into 5 C’s ( Connell, Gambone & Smith, 2000; Lerner, Fisher &
Weinberg 2000)
 Competence
 Confidence
 Connection
 Character
 Caring & Compassion
Definition of the Five C’s
 Competence – refers to the social, academic,
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cognitive and vocational capacities of youth
Confidence – the internal sense of positive self-worth
and efficacy
Connection – positive bonds with people and
institutions
Character – respect for societal and cultural rules, a
sense of right and wrong, integrity
Caring & Compassion – a sense of sympathy and
empathy for others
(Source: Lerner (2004) and Roth & Brooks-Gunn (2003a)
Recent study
The 4-H Study of Positive Youth Development
Research Questions:
 How can PYD theory
be translated into
specific practices
that will help young
people thrive?
 Do YD programs do
this successfully?
About the Study
 First-ever longitudinal study to measure
positive youth development (PYD)
 Led by Richard Lerner, Ph.D., professor at Tufts
University, in cooperation with land-grant
universities and funded by the National 4-H
Council
 Included more than 4,400 youth and 2,800
parents in 34 states
 Measured impact of personal and social factors
on young person’s development
Result Highlights
 Proves that structured, out-of-school-time
programs like 4-H are critical to youth success
 Youth who spend more time in 4-H reported
significantly:
 higher levels of Contribution than youth who
participated in other out-of-school time
activities
 lower (63 %) levels on risk/problem behavior
 better grades
 likely to expect themselves to go to college
Five Outcomes of PYD
The child or adolescent who develops each of the
Five C’s is considered to be thriving:
1) competence
2) confidence
3) connection
4) character
5) and caring/compassion
Thriving youth then develop a 6th C – contribution
(to self, family, community and civil society)
Comparing Frameworks 4-H Essential Foundations Dimensions of The Five C’s
for self-worth psychological
Elements
(S. Coopersmith,2000)
Empowerment
(G. Spreitzer, 2005)
Belonging
Significance
Meaning
Connection
Independence Power
Selfdetermination
Confidence
Mastery
Competence
Competence
Competence
Generosity
Virtue
Impact
Caring and
Character
P.E.P. Talk
Putting into Everyday Practice
How to put knowledge into practice
Program Planning
 Incorporate Essential Elements in my 4-H
New Leader Education Class
 Discussion
 Activity
Harm
Future
Logic Model
Situation
Inputs
What we invest
Staff
Volunteers
Time
Money
Materials
Equipment
Technology
Partners
Outputs
What we do
(Program
Activities)
Workshops
Meetings
Facilitation
Product Dev.
Training
Curriculum
Who we reach
(Participation)
Outcomes
Short
Medium
Long Term
Learning
Action
Conditions
Awareness
Knowledge
Attitudes
Skills
Opinions
Aspirations
Motivations
Behavior
Practice
Decisions
Policies
Social
Economic
Civil
Environmental
Participants
Customers
Citizens
Taken from “Logic Model Training for New 4-H Staff” by Mary Arnold, OSU Extension Specialist
New Leader Education Logic Model
Inputs
Outputs
What is
done..
Staff
Materials
Incorporate
Essential
Elements
in new
leader
training
Provide 3
Hours of
New
Leader
Training
Who is reached...
60
Adult and
Teen
Leaders
are trained
25 4-H clubs
are exposed
to Essential
Elements
Outcomes
Short
Medium
4-H Adult
and Teen
Leaders
will learn
the 8
essential
elements
and have
the
expertise
to build
them into
their 4-H
club
setting
Trainees will
be effective in
incorporating
the essential
elements in
their role as a
4-H adult or
teen leader
Long Term
4-H members
will
experience at
least one of
the 5 C’s
(caring,
connection,
competence,
confidence or
character) as
a result of the
expertise and
effectiveness
of the 4-H
adult or teen
leader.
Logic Model for PYD
S
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T
U
A
T
I
O
N
INPUTS
Positive Youth
Development
Theory and
Frameworks
OUTPUTS
Positive Youth
Development
Best Practices
OUTCOMES
Positive Youth
Development
Outcomes
P.E.P. Talk
Putting into Everyday Practice
How to put knowledge into practice
Teaching
 Use this power point to provide training to
other youth development professionals:
 After School Coordinators
 Head Start Staff
 Master Gardeners
 Commission on Children and Families Programs
 Adolescent Sexuality Conference
How to put knowledge into practice
Market – tell our story
 Include 5 C’s on your 4-H website, 4-H fan
page, or promotional flyers
 Describe Tufts Study outcomes in a
newsletter, display, or presentation
4 ways to put knowledge into practice
1. Basis for Research
 Incorporate into Logic Model planning for
programs and outcomes
2. Program Planning
 Practice what you preach – our county and
state 4-H programs should include the
essential elements of 4-H PYD.
4 ways to put knowledge into practice
3. Teaching
 Share knowledge and theories with others
4. Marketing and Promotion
 Advocate with it when telling your story to
partners, media, 4-H families, and elected
officials.
PYD On-line Resources
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National 4-H Headquarters www.national4hheadquarters.gov/
4-H PRKC Self-Assessment
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An awareness and learning tool, not a research instrument, designed to help youth
development educators assess their skills in conducting 4-H youth development work.
4-H Youth Development Research
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Innovation Center for Community Youth Development
www.theinnovationcenter.org/
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Contains research reports and useful toolkits on numerous topics.
National Youth Development Information Center www.nydic.org/
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A number of documents related to the Tufts Study and more.
Provides information about youth development to national and local youth serving
agencies. Also contains youth development training modules.
Forum for Youth Investment www.forumforyouthinvestment.org
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Provides innovative ideas, strategies and resources based on rigorous research.
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Search Institute. www2.search-institute.org/assets/
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National Clearinghouse on Families and Youth:
http://ncfy.acf.hhs.gov/publications/pdf/PosYthDevel.pdf
Sources
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Arnold, M. ( ). Logic Model Training for New 4-H Staff. YDE 431
Educational Design for Community Based Youth Development, Oct 31,
2008, Corvallis, OR.
Damon, W. (2004). What is Positive Youth Development? The Annals of the
American Academy of Political and Social Science, 591, 13-24.
Eccles, J. & Gootman, J.A. (eds). (2002). Community programs to
promote youth development. Washington, DC: National Academies Press.
Jelicic, H., Bobek, D., Phelps, E. Lerner, R., and Lerner, J. (2007). Using
positive youth development to predict contribution and risk behaviors in
early adolescence: Findings from the first two waves of the 4-H Study of
Positive Youth Development. International Journal of Behavioral
Development. 31 (3) 263-273.
Kress , C. (2004) 4-H Essential Elements of 4-H Youth Development,
National 4-H Headquarters. USDA, Washington D.C.
Kress , C. (2007) Frames, Frameworks and Foundations in Youth
Development Outreach, CYFAR Pre-conference, May 1, 2007, Chicago, IL.
Lerner, R. (2004). Liberty: Thriving and Civic Engagement Among America’s
Youth. Sage Publications, Thousand Oaks, CA.
Sources
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Lerner, R. Lerner, J., Phelps, E. et. al. (2009). Waves of the Future: The
first five years of the 4-H study of positive youth development. Institute for
Applied Research in Youth Development. Tufts University. Agrilife
Communications, TX.
Pittman, K. (1991). Promoting positive youth development: Strengthening
the role of youth serving and community organizations. Washington, DC:
Center for Youth Development and Policy Research.
Roth, J., & Brooks-Gunn, J. (2003). What exactly is a youth development
program? Answers from research and practice. Applied developmental
Science, 7(2), 94-111.
Search Institute, Accessed from website on April 1,2009 at
http://www2.search-institute.org/assets/
Stone , B. & Rennekamp, R. (2004). New Foundations for the 4-H Youth
Development Profession: 4-H Professional Research, Knowledge, and
Competencies Study, 2004. Conducted in cooperation with the National 4-H
Professional Development Task Force. National 4-H Headquarters, CSREES,
USDA.
The Circle of Courage, Accessed on the web April 1, 2009 at
http://www.reclaiming.com/content/about-circle-of-courage