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THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT: Implications of Developmental Change Across Grades 5, 6, and 7

THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT: Implications of Developmental Change Across Grades 5, 6, and 7. Richard M. Lerner, Jacqueline V. Lerner, Erin Phelps, and Colleagues Institute for Applied Research in Youth Development Eliot-Pearson Department of Child Development Tufts University

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THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT: Implications of Developmental Change Across Grades 5, 6, and 7

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  1. THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT:Implications of Developmental Change Across Grades 5, 6, and 7 Richard M. Lerner, Jacqueline V. Lerner, Erin Phelps, and Colleagues Institute for Applied Research in Youth Development Eliot-Pearson Department of Child Development Tufts University October 25, 2006

  2. Amy Alberts Aida Balsano Deborah Bobek Aerika Brittian Elise DiDenti Christiansen Alicia Doyle Dan Du Kristen Fay Yulika Forman Steinunn Gestsdottir Helena Jelicic Jacqueline V. Lerner Richard M. Lerner Yibing Li Lang Ma Maria Mallon Nancy Pare Jack Peltz Erin Phelps Christina Theokas Nicole Zarrett Stacy Zimmerman “TEAM TUFTS”

  3. Goals of the Presentation • What is PYD? • Nature of Key Hypotheses • Design Features of the 4-H Study • Three times of measurement – 5th, 6th and 7th grade -- we now can look at developmental change • Identification of key results of our analyses to date • Implications of the results for 4-H practitioners • Structure of the Super Seminar

  4. Key Principles of the PYD Perspective • Because of the potential to change, all youth have strengths. • All contexts have strengths as well. These strengths are resources that may be used to promote positive youth development. • These resources are termed “developmental assets”: They are the “social nutrients” needed for healthy development.

  5. Key Principles of the PYD Perspective • These assets are found in families, schools, faith institutions, youth serving organizations, and the community more generally. • If the strengths of youth are combined with ecological developmental assets, then positive, healthy development may occur. • We may be optimistic that it is in our power to promote positive development among all youth.

  6. Three Key Hypotheses of the 4-H Study Hypothesis 1. PYD is constituted by “Five Cs:” The Five Cs • Competence • Confidence • Character • Caring • Connection Contribution

  7. The Five Cs are Related to the “Four Essential Elements”* The Cs of PYDThe 4 Essential Elements Competence  MASTERY Confidence  INDEPENDENCE Connection  BELONGING Character &  GENEROSITY Caring *As presented by Dr. Cathann Kress

  8. Three Key Hypotheses of the 4-H Study Hypothesis 2. Across adolescence, positive youth development occurs (that is, youth “thrive”) when: The strengths of young people are aligned with the resources for healthy development (“developmental assets”) present in their communities.

  9. Three Key Hypotheses of the 4-H Study Hypothesis 3. Youth Development (YD) programs constitute key developmental assets promoting PYD. YD programs are marked by the presence of the “Big 3,” that is: • Sustained, positive adult-youth relations; • Skill building activities; and • Youth participation and leadership.

  10. Connection Caring Character IndividualStrengths PYD Contribution Reduced Risk Behaviors ContextualAssets Confidence Competence Conceptual Model Guiding the 4-H Study

  11. Design of the 4-H Study • This is a longitudinal study: Youth are followed across time • Beginning in 5th Grade, we are following some youth through 10th Grade (and we hope past high school) • To adjust for youth who drop out of the study and to maintain our ability to conduct powerful statistical analyses, we have added new students in 6th, 7th, and 8th grades

  12. Design of the 4-H Study • We are longitudinally studying these new students as well • A minimum of three times of measurement are needed to judge developmental change. We are reporting for the first time the results from three times of testing • Overall, we have sampled more than 4,000 youth from 25 states and more than 2,000 parents!

  13. Design of the 4-H Study • For comparative purposes, our sample includes 4-H youth and non-4-H youth. These groups of youth differ in several ways • Most importantly, our 4-H youth are less advantaged than the larger population of 4-H youth; they are also “paler” and more likely to come from rural areas • To judge the differences between 4-H youth and other youth we need to create a matched subsample • However, this limits our ability to apply the findings to all 4-H youth

  14. Across the Three Waves: • The 4-H Study of PYD has documented the validity of this strength-based view of youth development among diverse youth and communities in 25 states. • We summarize here some key results across the first three waves of testing of the participants: Grades 5, 6, and 7

  15. Result 1 • The Five Cs can be measured with reliability and validity and they are highly related to one another. • Because of this, we have shown that the Five Cs can be combined into a single construct – PYD.

  16. Caring Connection Character PYD Confidence Competence 5 Cs of PYD

  17. Implications of Result 1 • Practitioners (and researchers) can speak of overall PYD when discussing a thriving young person • A tool for measuring PYD – and Contribution as well – can be derived from the 4-H Study • The tool can be used to assess the status of young adolescents on these indicators of healthy development and of program success

  18. Result 2 – Part I • However, other findings complicate the practitioner’s role in supporting PYD. • Now that we have data from three waves (Grades 5, 6, and 7), we can look at patterns of change in PYD. A pattern of change is termed a trajectory. • Using trajectory analysis methods, we have identified 5 distinct patterns of change in PYD.

  19. 29% High PYD

  20. 29% Medium High 35%

  21. 29% 35% 17% Declining

  22. 29% 35% Increasing 17% 14%

  23. 29% 35% 17% 14% Low 4%

  24. Result 2 – Part II • Development across early adolescence is diverse: Some youth show increases in positive behaviors and decreases in negative ones • However, for most adolescents the changes in these two sets of behaviors are more complicated: They may show increases or decreases in BOTH positive and problematic behaviors

  25. 1% 17% 82% High PYD Trajectory vs Risk Behaviors % of Youth in High PYD Trajectories who are in one of Three Risk Trajectories Increasing Low, slight increase None

  26. 15% 5% 80% High PYD Trajectory vs Depression % of Youth in High PYD Trajectories who are in one of Three Depression Trajectories Increasing Decreasing Low, stable

  27. Implications of Result 2 – Parts I & II • 4-H practitioners can assess the likely trajectories of change that youth will show across their early adolescent years • Even youth with high PYD may show risk behaviors, AND youth who are engaged in risk may also show high PYD. • Therefore, BOTH prevention and promotion must be pursued. • The goals of promoting PYD and Contribution are complicated by the fact that there is so much diversity in development among youth • Another finding makes this assessment even more complicated . . .

  28. Result 3 The positive and negative changes youth undergo across early adolescence vary in relation to sex, socioeconomic status (SES), race and ethnicity, and rural versus urban location. Today, we focus on the youth in the two highest PYD trajectory groups and ask: • What youth are in these groups overall? • How do 4-H youth fit? (We use a matched sample for this comparison)

  29. The two top groups are where we would like everyone to be. These groups comprise about 2/3 of the sample 29% 35% 17% 14% 4%

  30. Result 3A – Demographics % of each group in the top PYD trajectories Gender: Males: 56% Females: 74% Race/Ethnicity: African American: 66% Asian American: 62% European American: 70% Latino/a: 58% Multi-ethnic/racial: 67% Residence: Urban: 67% Rural: 63% Suburban: 69%

  31. Percentage of each group in the top PYD trajectories Single parent family: 59% Two parent family:68% Youth hoping to graduate from college: 71% Youth not hoping to graduate: 39% Youth expecting to graduate from college: 73% Youth not expecting to graduate: 44%

  32. Result 3B – PYD & 4-H 4-H youth are equally as likely as youth in other structured after school activities (SASAs) to be in the high PYD trajectory groups Activity participation: In 4-H: 68% In other YDP, but not 4-H: 69% In other SASAs: 72% (% of each group in the top PYD trajectories; matched sample) Youth who participate in no activities are a small very proportion of the sample, and so are not included here

  33. Result 3B -- Contribution Trajectories High 19% 66% 14%

  34. Result 3B -- Contribution & 4-H 4-H youth are morelikely than youth in other structured after school activities (SASAs) to be in the high Contribution trajectory group Activity participation: In 4-H: 21% In other YDP, but not 4-H: 14% In other SASAs: 12% (% of each group in the high Contribution trajectory; matched sample)

  35. Result 3C Girls and boys tend to show different patterns in some important ways Girls vs Boys High PYD: 74% vs 56% High Contribution: 15% vs 9% Low Risk Behaviors: 68% vs 44% Low Depression: 75% vs 81%

  36. Implications of Result 3A – 3C • Practitioners cannot use a “cookie cutter,” or a “one size fits all,” approach to designing or implementing their programs • 4-H programs need to be as rich and diverse as the developing youth engaged in these programs • Practitioners need to attend to BOTH promotion and prevention: There is not a simple inverse relation between PYD and risks/problems • Practitioners should be concerned about whether the sex differences in Grades 5 to 7 continue to exist across the rest of the adolescent period. How can we assure successful transition to adulthood for both males and females?

  37. Result 4 • Across grades, the positive and negative changes youth undergo vary also in relation to participation in SASAs • 4-H youth do not have higher PYD scores than do youth in other SASAs but, as noted, 4-H youth contribute more than youth in other YD programs or in other types of SASAs (e.g., sports, hobby clubs, and arts) • However, these benefits of 4-H are different for girls and boys

  38. Result 4A Sex differences are especially important when looking at the relationship between 4-H participation and PYD Activity participation: Overall Girls Boys In 4-H: 68% 78% 49% In other YDP, but not 4-H: 69% 74% 62% In other SASAs: 72% 76% 68% (% of each group in the top PYD trajectories; matched sample) The boys in 4-H have the lowest percentage in the high PYD trajectory

  39. Result 4B 4-H participation and Contribution Activity participation: Overall Girls Boys In 4-H: 21% 25% 14% In other YDP, but not 4-H: 14% 15% 12% In other SASAs: 12% 13% 10% (% of each group in the high Contribution trajectory; matched sample)

  40. Result 4C 4-H participation and Low Risk Behaviors Activity participation: Overall Girls Boys In 4-H: 52% 60% 42% In other YDP, but not 4-H: 58% 67% 46% In other SASAs: 64% 75% 48% (% of each group in the low Risk Behaviors trajectory; matched sample)

  41. Result 4D 4-H participation and Low Depression Activity participation: Overall Girls Boys In 4-H: 73% 67% 83% In other YDP, but not 4-H: 74% 76% 73% In other SASAs: 82% 79% 86% (% of each group in the low depression trajectory; matched sample)

  42. Implications of Result 4A – 4D • 4-H practitioners can be proud that the implementation of their programs is related to youth contribution across the early adolescent years • However, some thinking and, perhaps, program revision needs to be done to address the sex difference that seems to exist in the association between program participation and youth contribution and PYD • In addition, issues of depression and engagement in risk behaviors need to be addressed

  43. Result 5 • Across grades, youth participate in SASAs at a high level – fewer than 10% do not participate in any identified SASA • On average, youth participate in about three different types of activities each year • However, the array of activities changes across grades • It appears that the more SASAs in which youth participate at these ages, the better their PYD

  44. In what activity groups do youth participate? Grade 5 Grade 6 Grade 7 None 8.0 9.3 6.6 YD programs 43.8 36.7 42.4 Sports 68.2 71.8 70.0 Arts 71.4 64.5 74.0 Clubs 21.3 8.8 15.4 Service groups 25.8 20.1 52.6 Dichotomized participation

  45. Breadth of activity participation: 5th grade % of Youth who Participate in Various Combinations of Programs 2 types of programs 24.3 YDP & Sports 4.9 YDP & Arts 4.1 YDP & Clubs .0 YDP & Service .5 Sports & Arts 10.0 Sports & Clubs .5 Sports & Service 1.2 Arts & Clubs 1.3 Arts & Service 1.2 Clubs & Service .4 3 types of programs 25.7 YDP, Sports, Arts 12.0 YDP, Sports, Clubs .5 YDP, Sports, Service 1.5 YDP, Arts, Clubs 1.2 YDP, Arts, Service 1.6 YDP, Clubs, Service .1 Sports, Arts, Clubs 3.6 Sports, Clubs, Service .3 Sports, Arts, Service 4.5 Arts, Clubs, Service .4 No Programs 8.0 Single programs 23.7 YDP Only 2.8 Sports Only 9.3 Arts Only 9.3 Clubs Only .5 Service Only 1.7 4 types of programs: 13.4 YDP, Sports, Arts, Clubs 3.7 YDP, Sports, Arts, Service 6.4 YDP, Sports, Clubs, Service .3 YDP, Arts, Clubs, Service .7 Sports, Arts, Club, Service 2.3 All 5 types: 4.9 Dichotomized participation

  46. Breadth of activity participation during 6th grade % of Youth who Participate in Various Combinations of Programs No Programs 9.3 Single programs 23.8 YDP Only 2.0 Sports Only 13.0 Arts Only 7.8 Clubs Only .2 Service Only .9 2 types of programs 33.4 YDP & Sports 5.5 YDP & Arts 3.7 YDP & Clubs .1 YDP & Service .4 Sports & Arts 19.2 Sports & Clubs .3 Sports & Service 1.9 Arts & Clubs .6 Arts & Service 1.6 Clubs & Service .0 3 types of programs 24.3 YDP, Sports, Arts 13.7 YDP, Sports, Clubs .1 YDP, Sports, Service 1.5 YDP, Arts, Clubs .1 YDP, Arts, Service 1.0 YDP, Clubs, Service .0 Sports, Arts, Clubs 2.7 Sports, Clubs, Service .1 Sports, Arts, Service 4.6 Arts, Clubs, Service .4 4 Types of Programs: 7.5 YDP, Sports, Arts, Clubs 1.5 YDP, Sports, Arts, Service 5.0 YDP, Sports, Clubs, Service .2 YDP, Arts, Clubs, Service .1 Sports, Arts, Club, Service .7 All 5 types: 1.7 Dichotomized participation

  47. Breadth of activity participation during 7th grade % of Youth who Participate in Various Combinations of Programs No Programs 6.6 Single programs 16.8 YDP Only 1.0 Sports Only 6.2 Arts Only 7.8 Clubs Only .2 Service Only 1.5 2 types of programs 25.9 YDP & Sports 2.1 YDP & Arts 2.9 YDP & Clubs .0 YDP & Service .6 Sports & Arts 11.3 Sports & Clubs .1 Sports & Service 3.4 Arts & Clubs .6 Arts & Service 4.8 Clubs & Service .1 3 types of programs 25.0 YDP, Sports, Arts 6.1 YDP, Sports, Clubs .2 YDP, Sports, Service 2.9 YDP, Arts, Clubs .1 YDP, Arts, Service 2.9 YDP, Clubs, Service .0 Sports, Arts, Clubs 1.8 Sports, Clubs, Service .5 Sports, Arts, Service 9.7 Arts, Clubs, Service .9 4 types of programs 21.5 YDP, Sports, Arts, Clubs 1.3 YDP, Sports, Arts, Service 15.0 YDP, Sports, Clubs, Service .9 YDP, Arts, Clubs, Service .5 Sports, Arts, Club, Service 3.8 All 5 types of programs 4.2 Dichotomized participation

  48. Do youth participate in the same activities across 5th, 6th, and 7th grade? % of Youth whose Participation Changed from 5th to 7th Grade Dichotomized participation

  49. Do youth participate in the same activities across 5th, 6th, and 7th grade? % of Youth whose Participation Changed %

  50. Why Youth’s Participation In Multiple Activities Is Important • “More is better”: The more activities youth participate in the higher their PYD • This relationship is especially true for girls • Research suggests that this relation grows even stronger in the later adolescent years

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