Transcript PERL - MENTOR: Expanding the world of quality mentoring.
Serving Higher Risk Populations
Using Data to Inform Support and Services for Higher Risk Youth January 30, 2015 9:45-11:15 a.m.
Introductions
Dr. Claus Tjaden Martinez Tjaden, LLP Kristin Romens Big Brothers Big Sisters of America Dr. Shivohn Garcia Big Brothers Big Sisters of America
Objective
This session will use the foundation of Positive Youth Development and Prevention Science to lead a conversation in identifying risks in youth and using that data to specialize mentoring services for them
Agenda
- Identifying the need: why is risk important?
- PERL methods for understanding risk - Using risk data in practice: a case study
Can one size fit all?
The need
I thought we were being positive – why talk about risk?
- Mentoring as a customizable treatment - Targeting outcomes -> achieving greater impact - Risk is not generic
Mentoring approaches
Positive youth development [vs.?] prevention science Build assets
Address risk and build assets to have the greatest impact
Build assets
Positive youth development
The main focus of youth work is to promote the development of all young people while recognizing that individual youth experience the world differently; development is the most effective strategy for preventing problem behaviors.
- Youth Development Institute
Universal Prevention
6 C’s – a PYD framework
- Thrive Foundation for Youth
40 developmental assets
External Assets Support
1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling
Empowerment
7. Community values youth 8. Youth as resources 9. Service to others 10. Safety
Boundaries & Expectations
11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations
Constructive Use of Time
17. Creative activities 18. Youth programs 19. Religious community 20. Time at home
Internal Assets Commitment to Learning
21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure
Positive Values
26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint
Social Competencies
32. Planning and decision making 33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution
Positive Identity
37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal future - Search Institute
Barriers to universal prevention
1. Lack of resources – can’t provide services to every child.
2. Cost effectiveness – many children have alternative means of getting their needs met. 3. Program effectiveness – not every child is made resilient.
4. Outcomes – restricted opportunity for positive outcomes.
Potential for positive outcomes
Average Percent of Resilient Children: NOT Presenting At-Risk Behaviors
100 80 60 40 20 0 Program A Program B
Selective Prevention
Importance of risk
• • Predictive value: Is this youth at risk of [ ]?
Service planning: If a child has unaddressed needs, can these become barriers to growth?
The Research Similar risks impact multiple adverse behaviors:
Critical risk areas
•
Delinquent (anti-social) peer group
•
School problems
•
Substance abuse
•
Anti-social values
•
Problems with anger, impulsivity
•
Inadequate parent involvement /discipline
Universal Selective Indicated
Levels of prevention
Agenda
- Identifying the need: why is risk important?
- PERL methods for understanding risk - Using risk data in practice: a case study
The building blocks of
Component Risk Prediction Details
Risk of negative BBBS desired outcomes; eligibility determination annual parent survey
Risk and Needs Academic Characteristics
Annual parent survey Quarterly youth assessment; the four pillars
Why ?
Better outcomes for higher risk kids • • • • Unaddressed needs inhibit progress Academic problems associated with negative outcomes in multiple areas Commitment to education likely as important as academic achievement Targeted advocacy and coaching enhance outcomes Monitor progress
Academic outcomes
Grades, attendance, behavior Evaluate outcomes
Development of the Risk and Protective Inventory (RPI) RPI Function: a) Predict risk b) Determine needs and strengths Available data for predictive analysis: a) BBBS youth outcome data b) Risk data from Gates Foundation Study
RPI structure
Risk domains predict BBBS outcomes • Academic* • • Behavior Social-emotional
* eligibility criteria
Risk areas identify youth needs (6 areas) • • • Behavioral Academic Mental Health • • • Family SES Peer Protective Areas • Individual • Family • • Social School/community
Development of the Youth Quarterly Assessment (YQA) Educationally relevant constructs embedded in the YQA: – Hope – School Valuing – Self-Advocacy – Perception of Control – Self-Efficacy – Growth Mindset
Agenda
- Identifying the need: why is risk important?
- PERL methods for understanding risk - Using risk data in practice: a case study
PERL risk summary
1. Identify target population – Academic risk 2. Identify youth needs and strengths – Areas of risk and protection 3. Identify targets for intervention – Educational risk/needs 4. Monitor progress quarterly-YQA (in addition to school performance data)
Impact of mentoring on academic functioning
– Improved sense of competence in school, which leads to improved grades.
– – – Reduced school dropout.
Improved overall academic performance.
Improved performance in specific subjects, including: science, and oral and written language.
– – Improved quality of classwork Improved number of homework and class assignments turned in H errera, Grossman, Kauh, Feldman & McMaken, (2007); King, Davis, & McClennan (2002); Rhodes, Grossman & Resch,( 2000); Wheeler, Keller, & Dubois, (2010).
PERL theory of change
Data-driven Practices Differentiated Services Targeted Outcomes
Four pillars of PERL
School Functioning Academic Self-efficacy School engagement Hope and goal-setting Growth mindset Mentoring Relationship 25
Coaching strategy
Advocate Model
MAST
Suggest Activities Talk
Youth outcomes development plan
• • • • Living document Tool to support match relationship Tool to guide match support/Big coaching Leverage Little’s strengths
Partnerships based on holistic view
Parent/ Guard.
Mentor Nat.
Resources Com.
Partners Youth School Staff