THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT .


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THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT. Jacqueline V. Lerner Boston College and Christina Theokas Institute for Applied Research in Youth Development Tufts University. Background and Significance. A New Perspective About Youth. Scientists, practitioners, and educators agree:
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THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT Jacqueline V. Lerner Boston College and Christina Theokas Institute for Applied Research in Youth Development Tufts University

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Background and Significance

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A New Perspective About Youth Scientists, specialists, and teachers concur: Youth are assets to be produced ; they are not issues to be overseen. This vision replaces the customary shortage model of kids and youths which is a model of infection and aversion. In the shortage see, individuals consider youngsters to be broken or as bound to be broken and feel that they have to settle them or keep these issues from happening.

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However: Prevention is not advancement Problem free is not readied Prepared is not locked in

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The Positive Youth Development Perspective All kids have qualities All families, school, and groups have resources –or the "supplements" or "building pieces" of solid, positive improvement Aligning – making a solid match – between youngster qualities and natural resources will advance positive youth improvement

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Attributes of Positive Youth Development: "THE FIVE Cs" Competence Confidence Connection Character Caring Contribution

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Positive Youth Development Happens in Context INDIVIDUAL Competence Contribution Confidence Connection PYD COMMUNITY FAMILY Character Reduced Risk practices Caring SCHOOL

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One Community Asset for the Promotion of Positive Development: Effective Youth Serving Programs

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The "Enormous Three" Features of Effective Youth Development Programs* Positive, supported grown-up youth connections Skill-building exercises for Youth cooperation and initiative in each aspect of the program Lerner, R.M. (2004). Freedom: Thriving and city engagement among America\'s childhood.

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"Time spent in youth projects was the formative resource that seemed to have the most inescapable constructive impact… foreseeing… flourishing results… Good youth programs furnish youngsters with access to minding grown-ups and capable companions, and also expertise building exercises that can strengthen the qualities and abilities that are connected with doing admirably in school and keeping up great physical wellbeing." Note: This decision originates from an investigation of around 100,000 different youth in levels 6-12 from over the United States. (Scales, Benson, Leffert, and Blyth, Applied Developmental Science, 2000)

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Research Design

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Goals and Research Questions Goal # 1: To propel the comprehension of the way of positive youth improvement. Questions : Is the model of PYD - as spoke to by the five Cs – helpful and ready to be observationally approved? What attributes of youth in blend with what family and group qualities are identified with the five Cs?

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Goals and Research Questions Goal # 2: To concentrate the effect of group based youth improvement programs, particularly 4-H and HealthRocks! as a specific 4-H program, on kids and youth. Questions : What is the part of these projects as a way to advance PYD? Do qualities of the adolescent, family, or group affect the part of youth advancement programs?

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Research Design Pilot Develop a decent estimation model of the Five Cs. Wave 1: 2002-2003 (5 th grade) Recruit a national, different example. Survey beginning levels of PYD, hazard practices, and resources. Wave 2: 2003-2004 (6 th grade) Evaluate changes in PYD, hazard practices, and resources. Wave 3: 2004-2005 (7 th grade) Continue to assess changes in PYD, dangers practices, and resources. Decide the effect of youth improvement programs.

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Study Participants Wave I members of the 4-H Study are an assorted gathering of around 1,700 fifth grade young people and roughly 1,200 of their folks. The specimen financial status, family structure, country urban area, and geographic locale of the United States. Sex: Males: 47.9% Females: 52.1% Race/Ethnicity: Native American: 4.1% Asian American: 3.3% African American: 8.1% Hispanic: 18.0% European American: 57.9% Multi-ethnic/Multi-racial: 5.7% Other: 3.0% Youth and guardians originate from the accompanying states: Northeast: MA, NY Mid-Atlantic: MD Southeast: AL, FL, NC Mid-West: WI, TN, MO, MN Northwest: WA, MT Southwest: AZ

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The Student Questionnaire More than 300 inquiries! Statistic inquiries Regarding them, their family unit, the time they have lived in their neighborhood, and so on. Future Goals and Expectations Activity Participation School clubs, sports, lessons, after-school programs Relationships with guardians, companions, different grown-ups Involvement in positive practices Involvement in hazardous practices

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Measurement Model for the Five Cs

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Measurement of Contribution Two Components Ideology of Contribution: in light of open finished inquiries, youth show a pledge to offering back to their general surroundings. Investment in exercises that reflect dynamic engagement with oneself\'s general surroundings, for example, being a pioneer in a gathering, helping companions and neighbors, cooperation in school government, sports, religious youth bunches and volunteering in the group

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Findings

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Validation of Empirical Bases of the Five Cs Using LISREL 8.54, a corroborative component examination of the measures delivered the main experimental proof for the nearness of the Five Cs and their joined relationship to frame a moment arrange inactive build of PYD Fit lists showed that the model gave solid match to the information: X 2 = 552, d.f. = 134 RMSEA = 0.043 CFI = 0.99 GFI = 0.97

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Correlations between the 5C Factor Scores

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The Five Cs and Individual and Family Variables Girls\' scores on: Competence, Connection, Character and Caring were higher than those of young men European American and Latino youth reported more prominent Confidence Household salary was sure identified with: Competence, Confidence, Connection and Character

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Contribution, the Five Cs and Individual and Family Variables Girls scores are higher on Contribution Race/ethnicity was not identified with commitment Family pay was contrarily identified with commitment PYD is essentially identified with commitment Of the individual Cs: Character and Competence most emphatically anticipate Contribution

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How around 4-H Program Participation? 4-H Program Participation is not essentially identified with higher PYD scores However 4-H program cooperation contributes fundamentally to higher Contribution scores

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What about HealthRocks! So also, youth who have gotten Health Rocks! try not to demonstrate higher PYD scores. Be that as it may, frequency of smoking is less!

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THE KEY QUESTION: Does 4-H advance positive improvement? Point-in-time investigations (e.g., examinations of wave1 information) can\'t answer this question ONLY longitudinal examinations can answer this question Therefore, what do the longitudinal information educate us regarding whether 4-H and HR! secures and advances?

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4-H Participation and PYD Others 4-H Participants

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Summary of Findings The positive vision and vocabulary of youth professionals and formative analysts has been approved and can be observationally considered 4-H, even in extremely youthful youth, is positively affecting youth commitment to self, family, and group HR! is connected with a low rate of youth smoking

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Future Steps Examine formative changes in the Five Cs; that is, what is the course of PYD through adolescence and into the higher hazard juvenile years? Present extra logical factors and assorted qualities into the investigations to better comprehend what conditions advance positive improvement Gain a more nuanced perspective of the relationship between 4-H and HR!, PYD, and youth commitments, that is, how and in what ways does program cooperation offer assistance?

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