Abstract
As youth programs have continued to evolve over the last 100 years, the field of program evaluation has advanced significantly in an effort to differentiate which youth program components are necessary to promote positive youth development (e.g., Eccles & Gootman, 2002; Lerner et al., 2013). The Children, Youth, and Families at Risk (CYFAR) initiative funds a variety of sustainable community projects (SCPs) that aim to support at-risk youth and families and help them become healthy, positive, and contributing members of society (U.S. Department of Agriculture, n.d.). To ensure these programs are meeting CYFAR’s goals, a required collection of common measures began in 2011 (University of Minnesota, 2017b). This study used CYFAR evaluation data to explore how specific program quality components (e.g. physical and psychological safety and relationship building) influence change in youth competencies. It was hypothesized that higher program quality ratings would be significantly associated with higher pretest to posttest change in youth competencies. Results indicated differential associations between the qualities of youth programs, particularly positive social norms and skill building, and changes in youth competencies. Implications for positive youth development programs are discussed.
Highlights
Over the last hundred years, youth programs have evolved from an emphasis on managing troubled youth to a more positive and proactive approach that envisions youth as developing individuals who can contribute to society (Perkins & Borden, 2003; Roth & Brooks-Gunn, 2016; Walker, Gambone, & Walker, 2011)
Its main goal was to explore how program quality components, physical and psychological safety, supportive relationship, positive social norms, support for efficacy and mattering, and opportunities for skill building influenced a change in youth competencies related to social conscience, caring, personal values, critical thinking, and decision making following participation in a youth program
It was hypothesized that participants who rated program quality higher would have higher pretest to posttest change scores
Summary
Over the last hundred years, youth programs have evolved from an emphasis on managing troubled youth to a more positive and proactive approach that envisions youth as developing individuals who can contribute to society (Perkins & Borden, 2003; Roth & Brooks-Gunn, 2016; Walker, Gambone, & Walker, 2011). There is evidence that participation in youth programs is associated with a variety of positive outcomes, including reduced delinquent behaviors and substance use (Agans et al, 2014; Anderson-Butcher & Cash, 2010; Durlak, Weissberg, & Pachan, 2010), increased academic achievement (Anderson-Butcher, Newsome, & Ferrari, 2003; Durlak, Weissberg, et al, 2010), and positive social and emotional development (Durlak, Mahoney, Bohnert, & Parente, 2010; Durlak, Weissberg, et al, 2010). Youth development researchers (e.g., Eccles & Gootman, 2002; Lerner et al, 2005; Lerner et al, 2013) have argued that the increases in positive outcomes following participation in highquality programs are driven by the development of characteristics known as the Five Cs: competence, confidence, character, connection, and caring. Competence concerns youth’s ability to successfully navigate a variety of complex environments, including social (e.g., conflict management, communication), academic (e.g., attendance, grades), cognitive (e.g., decision making, planning), and vocational (e.g., work habits, career choice exploration) competence. Character is comprised of having respect for social norms and a
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