4-h wisconsin meeting october 25, 2006 1 4-h study of positive youth development richard m. lerner,...

4-H Wisconsin Meeting October 25, 2006 1

4-H Study of Positive Youth DevelopmentRichard M. Lerner, et al.

THE 4-H STUDY OF THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT:POSITIVE YOUTH DEVELOPMENT:Implications of Developmental Change Implications of Developmental Change

Across Across Grades 5, 6, and 7Grades 5, 6, and 7

Richard M. Lerner, Jacqueline V. Lerner, Erin Phelps, and Colleagues

Institute for Applied Research in Youth DevelopmentEliot-Pearson Department of Child Development

Tufts UniversityOctober 25, 2006



““TEAM TUFTS”TEAM TUFTS”

Amy Alberts Aida Balsano

Deborah BobekAerika Brittian

Elise DiDenti ChristiansenAlicia Doyle

Dan DuKristen Fay

Yulika FormanSteinunn Gestsdottir

Helena Jelicic

Jacqueline V. LernerRichard M. Lerner

Yibing LiLang Ma

Maria MallonNancy PareJack Peltz Erin Phelps

Christina TheokasNicole Zarrett

Stacy Zimmerman



Goals of the PresentationGoals 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



Key Principles of the PYD PerspectiveKey Principles of the PYD Perspective

1. Because of the potential to change, all youth have strengths.

2. All contexts have strengths as well. These strengths are resources that may be used to promote positive youth development.

3. These resources are termed “developmental assets”: They are the “social nutrients” needed for healthy development.



Key Principles of the PYD PerspectiveKey Principles of the PYD Perspective

4. These assets are found in families, schools, faith institutions, youth serving organizations, and the community more generally.

5. If the strengths of youth are combined with ecological developmental assets, then positive, healthy development may occur.

6. We may be optimistic that it is in our power to promote positive development among all youth.



Three Key Hypotheses of the 4-H StudyThree Key Hypotheses of the 4-H Study

Hypothesis 1. PYD is constituted by “Five Cs:”

The Five Cs Competence Confidence Character Caring Connection

Contribution



The Five Cs are Related to the The Five Cs are Related to the “Four Essential Elements”“Four Essential Elements”**

The Cs of PYD The 4 Essential Elements

Competence MASTERY

Confidence INDEPENDENCE

Connection BELONGING

Character & GENEROSITYCaring

*As presented by Dr. Cathann Kress



Three Key Hypotheses of the 4-H StudyThree 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.



Three Key Hypotheses of the 4-H StudyThree 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:

1. Sustained, positive adult-youth relations; 2. Skill building activities; and 3. Youth participation and leadership.



Conceptual Model Guiding Conceptual Model Guiding the 4-H Studythe 4-H Study

Competence Confidence Character Caring Connection

PYD

Contribution

Reduced Risk BehaviorsContextual

Assets

Individual Strengths



Design of the 4-H StudyDesign 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



Design of the 4-H StudyDesign 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!



Design of the 4-H StudyDesign 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



Across the Three Waves: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



Result 1Result 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.



Competence Confidence Character Caring

PYD

5 Cs of PYD5 Cs of PYD

Connection



Implications of Result 1Implications 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



Result 2 – Part IResult 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.



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7

Grade

PY

D S

core

29%

High PYD



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7Grade

PY

D S

core

29%

35% Medium High



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7Grade

PY

D S

core

29%

35%

17%Declining



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7

Grade

PY

D S

core

29%

35%

17%

14%

Increasing



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7

Grade

PY

D S

core

29%

35%

17%

14%

4% Low



Result 2 – Part IIResult 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



Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7Grade

Sco

re (

bas

ed o

n 1

00)

High PYD Trajectory vs Risk Behaviors

None

Low, slight increase

Increasing1%

82%

17%

% of Youth in High PYD Trajectories who are in one of Three Risk Trajectories



Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7Grade

Sco

re (

bas

ed o

n 1

00)

High PYD Trajectory vs Depression

Increasing

Decreasing

Low, stable

% of Youth in High PYD Trajectories who are in one of Three Depression Trajectories

80%

15%

5%



Implications of Result 2 – Parts I & IIImplications 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 . . .



Result 3Result 3The 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)



PYD Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7

Grade

PY

D S

core

29%

35%

17%

14%

4%

The two top groups are where we would like everyone to be. These groups comprise about 2/3 of the sample



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%

% of each group in the top PYD trajectoriesResult 3A – DemographicsResult 3A – Demographics



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%

Percentage of each group in the top PYD trajectories



Result 3B – PYD & 4-HResult 3B – PYD & 4-H4-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



Contribution Trajectories

0

10

20

30

40

50

60

70

80

90

100

5 6 7Grade

Co

ntr

ibu

tio

n

19%

14%

66%

Result 3B -- Contribution TrajectoriesResult 3B -- Contribution Trajectories

High



Result 3B -- Contribution & 4-HResult 3B -- Contribution & 4-H

4-H youth are more likely 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)



Result 3CResult 3CGirls 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%



Implications of Result 3A – 3CImplications 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?



Result 4Result 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



Result 4AResult 4ASex 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



Result 4BResult 4B

4-H participation and Contribution



(% of each group in the high Contribution trajectory; matched sample)



Result 4CResult 4C

4-H participation and Low Risk Behaviors



(% of each group in the low Risk Behaviors trajectory; matched sample)



Result 4DResult 4D

4-H participation and Low Depression



(% of each group in the low depression trajectory; matched sample)



Implications of Result 4A – 4DImplications 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



Result 5Result 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



In what activity groups do youth participate?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



Breadth of activity participation: 5Breadth of activity participation: 5thth grade grade

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


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

% of Youth who Participate in Various Combinations of Programs


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 2.3All 5 types: 4.9



Breadth of activity participation during 6Breadth of activity participation during 6thth grade grade





YDP, Arts, Clubs .1







No Programs 9.3


YDP Only 2.0

Sports Only 13.0

Arts Only 7.8

Clubs Only .2

Service Only .9


YDP & Sports 5.5

YDP & Arts 3.7

YDP & Clubs .1

YDP & Service .4

Sports & Arts 19.2

Sports & Clubs .3


Arts & Clubs .6

Arts & Service 1.6

Clubs & Service .0



4 Types of Programs: 7.5





Sports, Arts, Club, Service .7

All 5 types: 1.7



Breadth of activity participation during 7Breadth of activity participation during 7thth grade grade





YDP, Arts, Clubs .1







No Programs 6.6


YDP Only 1.0

Sports Only 6.2

Arts Only 7.8

Clubs Only .2

Service Only 1.5


YDP & Sports 2.1

YDP & Arts 2.9

YDP & Clubs .0

YDP & Service .6

Sports & Arts 11.3

Sports & Clubs .1


Arts & Clubs .6

Arts & Service 4.8

Clubs & Service .1








Sports, Arts, Club, Service 3.8

All 5 types of programs 4.2



% of Youth whose Participation Changed from 5th to 7th Grade

Do youth participate in the same activities Do youth participate in the same activities across 5across 5thth, 6, 6thth, and 7th grade?, and 7th grade?


Activity Participation

5th to 6th Grade 6th to 7th Grade

4-H 42.2 24.1

Other YD Programs 40.2 46.1

Non-YD Activities 26.1 30.3

No Activities 81.0 73.2



Do youth participate in the same Do youth participate in the same activities across 5activities across 5thth, 6, 6thth, and 7th grade?, and 7th grade?

0

10

20

30

40

50

60

70

80

90

5th-6th 6th-7th

4-HOther YDPNon-YD ActsNo Acts

% of Youth whose Participation Changed

%



Why Youth’s Participation In Multiple Why Youth’s Participation In Multiple Activities Is ImportantActivities 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



Implication of Result 5Implication of Result 5

In planning their work, and with a focus on what is best for youth, 4-H practitioners need to collaborate with practitioners involved in other SASAs

At any one time 4-H youth are involved in other programs and the nature, philosophy, message, and goals of these other programs can vary



Implication of Result 5Implication of Result 5

In addition, the set of programs in which youth engage changes substantially from one year to the next

As a consequence, 4-H practitioners need to again “cast their net” broadly across the community to both track and find ways to get their message for youth effectively delivered



Overall Implications and Next StepsOverall Implications and Next Steps

Participation in 4-H is linked to several positive outcomes for youth in the early portion of their adolescence. However, participation seems to be more beneficial for girls

As well, the positive development that 4-H seeks to enhance is occurring in a complex world of diverse developmental paths and youth engagement in many different types of programs

Nevertheless, in the midst of this complexity, 4-H seems to be launching young people on a life path marked in particular by community contributions



Overall Implications and Next StepsOverall Implications and Next Steps Only longitudinal research could have

identified these relations

With the continuation of the 4-H Study we will be able to tell a longer and richer story about the future development of 4-H youth and of their ultimate contributions to self, family, community, and civil society

The study is currently planned to continue through the 10th grade



The Super Seminar:Questions to be Addressed

1. Are there other implications of the research that the 4-H Study team have not identified?

2. What action steps are needed to address the implications of the findings for 4-H as an organization? What actions do you think are necessary for you to pursue? How might the 4-H Study researchers facilitate your work?

3. What next steps would you recommend for the researchers? What are the questions that need to be addressed from a research perspective that would guide your work?



Jackie Lerner: [email protected]

Tufts Website

Ase.tufts.edu/iaryd

4-hbrandnetwork.org

4-h wisconsin meeting october 25, 2006 1 4-h study of positive youth development richard m. lerner,...

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