Evaluation of Teens in Action: A Social and Emotional Learning Program in a Community Setting with a Service-Learning Component

Presented by: Enya Vroom, BA & Nicole Crawford, CPH, LCSWCommunity Partner: Frameworks of Tampa Bay, Inc.

Academic Mentors: Donna Burton, PhD &Tom Massey, PhD

Acknowledgements

Projectandpresentationmadepossiblethroughacollaborationbetween:• UniversityofSouthFloridaInstituteforTranslationalResearchin

AdolescentBehavioralHealth• UniversityofSouthFlorida,CollegeofPublicHealth• UniversityofSouthFlorida,CollegeofBehavioral&Community

Sciences• FrameworksofTampaBay,Inc.

Presentation Objectives

• Background• TeensinAction(TIA)• EvaluationQuestions• Methods• Results• Implications

Background on Social and Emotional Learning

• Definition– “Socialandemotionallearning(SEL)istheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplytheknowledge,attitudes,andskillsnecessarytounderstandandmanageemotions,setandachievepositivegoals,feelandshowempathyforothers,establishandmaintainpositiverelationships,andmakeresponsibledecisions.”1,2

• BenefitsofSEL– Significantimprovementwithsocialandemotionalskills,behaviors,attitudes,andacademicperformance,aswellasreductionsinriskybehaviors.3

Theoretical Foundation

• ThetheoreticalfoundationofSELisrootedinmultipletheoriesincluding:4– SocialLearningTheory– HealthBeliefModel– TheoriesofBehaviorChange– ChildDevelopment– InformationProcessing– EcologicalSystems

Competency Domains/SEL Wheel

Risky Behaviors

• Backgroundonriskybehaviors(RBs)– Riskybehaviorscanbedefinedasabehaviorthatcaninvolveimmediaterewardfromtheperspectiveoftheindividual(e.g.,becominginebriated/high,orsexualsatisfaction)thatcanleadtonegativeorharmfulconsequences.6

Risky Behaviors Statistics

• The2015NationalSurveyonDrugUseandHealth(NSDUH)reportedthat1.2millionorabout1in20adolescentsages12-17hadsubstanceusedisordersintheU.S.7

• The2015YouthRiskBehaviorSurvey(YRBS)showedthat61.4%ofhighschoolstudentsthatdroveacar30dayspriortothesurveyreportedthattheyhaddrivenundertheinfluenceofalcoholoneormoretimes.8

Risky Behaviors Statistics

• Researchhasshownthatroughly21%ofadolescentsduringtheirmostrecentsexualexperiencehadbeenundertheinfluenceofsubstances.8,9

• TheCentersforDiseaseControlandPrevention(CDC)estimatesthatroughly20millionnewSTIsoccureachyearintheUnitedStates,andhalfofthemoccurwithinadolescentsandyoungadultsages15-24.10

Teens In Action

• TheTeensinActionprogram(TIA)isacommunity-basedSELprogramwithaService-Learning(SL)componentworkingwithparticipantsthatarehighschoolaged.– Runsduringentireschoolyear– Monthlyworkshops– Largescaleservice-learningproject– Leadershipcomponent– Graduationceremony

Lack of Literature

• ThereislimitedliteratureonSELprogramsinacommunitysettingspecificallytargetinghighschoolagedparticipantsthatalsoincorporatesaSLcomponent.

• Todate,therehavebeenno“hostprograms”thathavemetthestandardofhaving3efficacioustrialsinregardstoSELinan“after-school”orcommunitysetting,letalonewithaSLcomponent.11(p.262)

Purpose

• ThepurposeofthequalitativeprocessevaluationoftheTeensInActionprogramwastoexploretheparticipantsexperienceswiththeprogram,howtheydefineRBsandTIA’sinfluenceonthem,andifanyprogrammodificationscouldbemade.

Evaluation Questions

1. WhataretheparticipantsinTeensinActionexperiencing?

2. Howdotheparticipantsdefineriskybehaviorsandhastheprogramaffectedtheirdecision-makingaroundriskybehaviors?

3. DotheexperiencesoftheparticipantsinTIAsuggestthepotentialformodificationsaimedatresponsibledecision-makingregardingriskybehaviors?

METHODS

Focus Groups

• Sixfocusgroupswereconductedwith2groupsofteenleadersand4groupswithnewandreturningparticipants(n=42).

• Samplequestionsincluded:Section1-• WhatdoyouthinktheTIAprogramconsistsof?

– Section2-• Whatcomestomindwhenyouheartheterm“riskybehavior”?• InwhatwayshastheTeensinActionprograminfluencedhowyoumakedecisionsabouttheriskybehaviors,forexampledrinkingalcoholorhavingunprotectedsex?

– Section3-• Whatelementsoractivitiescouldbeaddedtotheprogramtobetterprepareyouformakingdecisionsaboutriskybehaviors?

• WhatareyoursuggestionsfortheTIAprogramoverall?

Participant Demographics

n=42

RaceofParticipantsWhiteBlackOther

SexofParticipants

MaleFemaleNoSexListed

Data Analysis

• Aftercollectionofthedata:-Creationofcodebookandmajorthemesagreedupon bybothstudyteammembers

-Alltranscriptswerecodedindependentlybyeachstudyteammembertoensureinter-raterreliability(.77)

-MAXQDA(v.12.3)wasutilizedtoorganizeandfurtheranalyzeourresults

RESULTS

Results

• Majorthemes– Evaluationquestion1

• Participantexperiences–WS,BC,CD,SL• Socialandemotionalskillsgained• Service-learningexperiences

– Evaluationquestion2• Riskybehaviorsdefined• Perceptionsofsubstanceuseandriskysexualbehaviors• Perceptionsofconsequencesofriskybehaviors• TIAinfluenceonRBs

– Evaluationquestion3• DidTIApreparethem• Suggestionsforprogram

Participant Experiences

“YeahwhenIfirstjoinedit,Iliterallydidn’thaveanyideathatitwasgonna be

aboutemotionalbuildingandhowtosaynoandbeingopenandbuilding

characteristicsofleadership… Ithoughtitwasjuststrictly,yougetcommunity

servicehoursanditlooksgoodoncollegeapplications.ButnowI’velearnedso

much.”

Evaluationquestion1

• AbletodescribeexperiencesandconnectionstotheSLprojects• Engagedinbootcamp,workshopsandservice-learning• Understoodpremiseofsocialandemotionallearning

Social and Emotional Skills Gained

• Betterwaystocommunicate• Moreawareoftheirfeelingsandthefeelingsofothers• Self-confidence• Abletostepoutoftheircomfortzone

“I’veneverlikedsharingmyemotionswithpeople.Justbecause

I’maveryprivateperson.Butjustrealizingthatbeing

emotionaldoesn’tmakeyouweak,hasmademebemoreopen

tojusttalkingtopeopleaboutmyissuesandstufflikethat.”

Evaluationquestion1

Service-LearningExperiences

• Positivepersonalandsocialexperiences• Learningculturalcompetence• Positiverisksandstartrelationships• Openingeyestoothersexperiences

“IdoTeenCourtandthathelpsmeopenmyeyestoabunchofdifferent

people,likedifferentbackgroundsandpeoplewhomighthaveharderlives

thanme.Anditalsohelpsmeseewhatnottodosoyoudon’tendupin

thatposition.”

“Itteachesyoucommitmentbecausesometimesourprogramsarekindof

earlyinthemorningsandyou’relike,ohIdon’twanttogetupandgo.But

you’relike,no.They’redependingonme.Icommittedtothis,Ineedto

sticktoit.”

Evaluationquestion1

Risky Behaviors Defined

• Abletodefineriskybehaviors

“Behaviorthatcouldputyouinabadpositionwhereyoumighthavetomakeabaddecision,likedrinkingordrugs.”

“I’dsaydrugs,or… drivingundertheinfluence.”

“Sexualactivityifyou’renotpreparedforit.”

“Unprotectedsex.”

Evaluationquestion2

Perceptions of Substance Use and Risky Sexual Behaviors

• Understandingthatsubstancesandtheirusecouldleadtoaddiction• “Invincibilityclause”• Understandingofnegativeconsequencesfromunsafesexandthatit

isataboosubjectthatisnotoftendiscussed

“Ithinkifyou’reinvolvedintheseactivitiesordoitregularly,itcanlead

youupforyourlifeandthenyoucangetaddictedtoitasyougetolder.”

“Andalsopeoplehavethementalitythatpeoplegettingpregnantisnever

goingtohappentothem.”

“YeahIthinkalotofkidshaveunprotectedsexornotevenunprotected,

justun-responsible.AndthatleadstoSTDsandstuff.”

Evaluationquestion2

Commonality of SU and RSB

• Unexpectedfinding• ParticipantsfrequentlymentionedhowcommonSUandRSB

isamongtheirpeersandteensingeneral,especiallySU.

“It’snotashockwhenyouhear(crosstalk:“yeah”)someonewassmokinginthebathroomatschool.”

“It’s[riskybehaviors]becominganormalthing.Ifyouhearaboutit,it’snotweird.”

“It’shardtorealizehowcommonit[druguse]is.AndgoingintohighschoolIwaskindofshockedathowmanypeopleIknowthat,arereallyintothatstuffandhowdetrimentalitcanbetothem.”

Evaluationquestion2

Perceptions of Consequences of Risky Behaviors

• Understandingthatengaginginriskybehaviorscouldhavenegativeconsequencesontheirfuture,likeharmtoselforothers,unplannedpregnancy,orincarceration

“You’renotnecessarilythinkingaboutyourfuturewhenyou’reunderthe

influence,you’renotreallyawareofeverythingthat’sgoingonandaware

ofwhatcouldhappenifyoudogetpregnant.”

“…theydon’tthinkaboutthefutureperse.…theyjustkindofthinkabout

what’sgoingonrightnowanddon’tthinkhowitcouldimpactthemor

othersinthefuture.”

Evaluationquestion2

TIA Influence on RBs

• Perceptionsofconsequencesofriskybehaviors• Abilitytothinkthingsthrough• Choosingtherightpeople• Knowingtheirvalues

“Withalltheskillswelearnithelpsusthinkthingsthrough.Soifwe’representedwithasituationratherthanmakingadecision,justbasedontheirrelevantfacts,wereallythinkthroughwhat’sgoingtohappenandwecan,weseethebigger

picture.”

“That’sanotherthingaboutTeensinAction,itsgivesyouaplacewhereyoucanjusttalkandyoudon’tfeelpressuredto,thatyou’regonna saythewrongthing.Thisisacompletelyopendiscussiontypethingaboutanytopicifyouneedhelp

withit.”

Evaluationquestion2

Elements and Activities to Add

• Participantshadgoodawarenessofwhattheylikedanddislikedabouttheimplementationoftheprogramandtheprogramoverall.

• Suggestionsformodifications– Smallergroups=moreinteraction– Additionalworkshops/discussionaboutriskybehaviorsledbyteenleadersor

youngguestspeaker

“Ifeelsometimeswetalkaboutthings… thatwewouldn’treallybeabletousetheminourlife.Whenwe’rethereintheworkshop,it’slike,ohyeahI’llusethisallthetime.Butinrealitywewouldn’t.”

“Butifeitherahighschooleroracollegestudentcameandiftheyhadanexperiencewithariskybehaviorthattheyjoinedin,andthentheyhada

negativeconsequence.Andtheycouldtalkabouthowtheygotintoitandhowithappenedandwhattheylearnedfromit.”

Evaluationquestion3

Comparison between Teen Leaders and New and Returning Students

TeenLeaders• Deeperlevelofengagement• Hadcomplaintsthatweremetwith

solutions• MorelikelytoagreethatTIA

preparedthem

New&ReturningStudents• Hadmoregeneralcomplaints

andfewersolutions• LesslikelytoagreethatTIA

preparedthem,thoughttheskillslearneddidnotrelate

SimilaritiesAllparticipantswereabletodescribetheprogramcomponentsincluding:Bootcamp,workshops,competencydomains,andtheideathatTIAissomuchmorethanjustacommunityserviceprogram.

Implementation

• Appropriate&relevantforthisagegroup?– Yes,butmorerealisticexamplesneeded

• Home-grownprogram

Implications for Adolescent Behavioral Health

• Evaluationquestions– 1.WhatareparticipantsinTIAexperiencing?– 2.HowdotheparticipantsinTIAdefineriskybehaviorsandhastheprogram

affectedtheirresponsibledecision-makingaroundriskybehaviors?– 3.DotheexperiencesoftheparticipantsinvolvedinTIAsuggestthe

potentialformodificationsaimedatresponsibledecision-makingregardingriskybehaviors?

• Futureresearch

The Impact on Us

“Ithinkalsoifinthecommunityservicepart,eventhoughwe

arealsogettingtheotherbenefitsofsocialandemotional

learning,Ithinkwhenwedoleavetheprogramithastaughtus

howtobemoreinvolvedinthecommunity.Sothatwhenwe

don’thaveaprojectoranorganizationlikeTeensinActionto

helpusgetthoseopportunitiestogetintheenvironment,I

knowhowtogooutandgettheopportunitiesmoreformyself

now.”

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