Positive Youth Outcomes Research Articles

Understanding and Promoting School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

School climate is an important part of school improvement efforts, capturing student engagement, connectedness, safety, and relationships. A positive school climate is associated with more prosocial behaviors, academic achievement, reduced engagement in risky behaviors, teacher retention, and reduced burnout. With growing interest and attention to the research of social and emotional learning (SEL), the definitions and conceptualizations of social and emotional learning have expanded significantly across the past few decades. Understanding the intersection between students’ identities, their educational experiences and their academic, social, emotional, and behavioral outcomes is a necessary precursor to being able to strategically and systematically identify and implement universal and targeted supports to meet the overlapping and unique needs of students. To achieve true equity in education, interventions supporting the needs of all students, including those from culturally and linguistically diverse backgrounds must be identified and appropriately vetted. A transnational understanding of the structural patterns and the association between these variables is critical for both the development of culturally sensitive SEL and bullying prevention programs and the transnational adaptation and applications of effective programs that promote a positive school climate. Articles featured in this special issue advance transdisciplinary and translational research by contributing high-quality studies focusing on the impact of bullying and/or SEL programs and interventions on school climate. These articles bridge the research-to-practice gap, including empirical papers with important implications for theory, research, practice, and policy. Impact Statement Promoting school climate and social and emotional learning are important to support student success at school and beyond. Transdisciplinary and transnational research provides valuable information to understand and implement supports that are culturally sensitive and responsive. While school climate and social and emotional learning are often studied separately, both are necessary for students to thrive.

Review and Evidence Gap Map of mentoring programs for adolescent males with disabilities.

Adolescent males with disabilities face unique challenges, and mentoring programs designed for this population could support more positive long-term outcomes. In the current study, a scoping review of empirical research on such programs was conducted. The review was intended to capture the characteristics of existing mentoring program for males with disabilities and map those characteristics in a way that sheds light on the overall status of the field. The review included different types of mentoring (e.g., adult to child, peer to peer, etc.) as long as the program explicitly defined the formation of a long-term relationship between mentor and mentee. The search identified 21 relevant studies that were categorized using four dimensions: 1) Setting (i.e., school/after school, community-based, on-line/virtual, or mixed); 2) Sex (i.e., males only or mixed males/females); 3) Outcomes (i.e., academics, social-emotional skills, health, transition from high school, or program implementation); and 4) Evaluation methodology (i.e., experimental, nonexperimental, or qualitative). The findings are summarized in an Evidence Gap Map. Only three studies used an experimental design, although they were able to demonstrate significant promise in promoting positive outcomes for youth with disabilities. Beyond these studies, however, there was little evidence supporting program efficacy for males with disabilities, as most studies in the sample were nonexperimental in nature. Overall there are few mentoring programs that target this population, and experimental research on programs that target academic and health outcomes is particularly lacking.

Freedom dreaming in carceral spaces: Youth care workers' imagined alternatives to anti-Black racism in residential facilities.

Although youth-adult partnerships (Y-APs) have been linked to a wide range of positive youth and community outcomes, the possibility of Y-AP occurrence in spaces of racialized social control such as youth residential facilities remains unknown. Rooted in a social justice and rights-based ethos, Y-APs represent an innovative conceptual and practice model of youth engagement that challenges longstanding patterns of control that characterize adult-youth relationships in these settings. This study uses narrative thematic inquiry and counter storytelling to examine frontline youth care workers' narratives (N = 21) of Y-AP enactment against the backdrop of anti-Black racism in youth residential facilities. Workers' narratives include instances of both enhanced and diminished forms of partnership, and explanations for Y-AP diminishment depict an interplay of racist (anti-Black) ideologies and organizational processes, including selective racial cognizance in hiring practices, color-evasive and elitist training, and racialized blame-shifting. Importantly, workers' narratives suggest that although flourishing Y-APs remain elusive, it is not a foregone conclusion that Y-APs cannot occur to realize youth development and social change in these extreme contexts.

Intervention and Diversion Program Implementation for the Children in Conflict with the Law in Pangasinan

Juvenile delinquency is of a global concern, members of the United Nations (UN), including the Philippines, remain committed to funding research, programs, and initiatives to combat juvenile delinquency and provide positive outcomes for youth, their families, and their communities, as well as raising awareness and ensuring the proper implementation of the juvenile justice system. There are now a plethora of international mechanisms in place that provide specific protection to youths in the juvenile justice system, such as diversion and intervention, which will be the focus of the paper. Data and statistics on children in conflict with the law and, in particular, the status of children on intervention and diversion are both lacking in the country. For the establishment of appropriate policies and initiatives aimed at improving juvenile justice and protecting the rights of children in confrontation with the law, this is essential. The aim of this paper is to assess the implementation of the diversion and intervention programs for CICL as stipulated in the Juvenile Justice Welfare Act of 2006 otherwise known as RA 9344.

Environmental Support Moderates the association of Socioeconomic Distress and Delay Discounting across Adolescence.

Early exposure to socioeconomic distress is hypothesized to reinforce decision making that prioritizes immediate, relative to delayed, rewards (i.e., delay discounting); yet these relations have not been examined longitudinal across the vulnerable adolescent period. This study is one of the first to utilize objective and subjective measures to evaluate the relative effects of environmental disadvantage and the potential protective effects of perceived environmental support on delay discounting. A diverse (48.4% White; 46.7% female) sample of participants (N = 246) reported on their home addresses at baseline when they were, on average, 11.96 years old (SDage = 0.88); Youth then reported perceived environmental supports at baseline and delay discounting annually from ages 13 to 18. A socioeconomic distress index was derived from census tract rates of unemployment, income, educational attainment, and lone parenthood. Greater socioeconomic distress was associated with a greater propensity to discount delayed rewards at baseline. Findings also suggest greater perceived higher environmental support was associated with decreasing rates of delay discounting across adolescence for youth from highly socioeconomically distressed areas. These results highlight potential future avenues for preventative and intervention efforts to improve positive youth outcomes.

Ethnic-Racial (Mis)Match between Mentors and Mentees on Perceived Strength of Relationship

Mentoring programs are popular mechanisms for promoting positive youth development due to developmental research suggesting that youth with strong relationships with a special adult have a lower likelihood of a range of negative outcomes. Community-based mentoring programs are mechanisms for promoting access to mental health support and positive youth outcomes. Youth mentorship programs reveal mixed and modest outcomes, yet youth outcomes are more robust for high-quality relationships. Ethnic-racial identity is hypothesized to affect the relationship quality because shared identities are thought to facilitate trust and empower youth to succeed. However, studies have found that ethnic-racial match does not affect the strength of the dyadic relationship. This study attempts to address these disparate findings by explicitly examining ethnic-racial matching and relationship quality at two-time points. We conducted a two-step hierarchical regression to determine whether ethnic-racial match affected mentee reports of the relationship at follow-up. The results show ethnic-racial match did not significantly predict positive dimensions of the relationship at follow-up. Moreover, same-ethnic-racial matches reported a lower rate of change and slightly less relationship dissatisfaction at time 2 compared to cross-ethnic-racial matches. Results contribute to existing literature showing mixed results in ethnic-racial matching in youth mentorship programs.

Autism, Stigma, and South Asian Immigrant Families in Canada.

Considerable empirical evidence suggests early recognition of autism and access to support result in long-term positive outcomes for children and youth on the spectrum and their families. However, children of racialized families are often diagnosed at later ages, are more likely to be misdiagnosed, and experience many barriers to service access. There is also a paucity of research exploring the experiences of parents from specific immigrant groups caring for their children on the spectrum in Canada, many of whom identify as members of racialized communities. As such, the main aim of the study was to examine how South Asian immigrant parents in Canada are experiencing available care programs and support. Another aim was to examine their perceptions of social stigma associated with autism. We conducted an inductive thematic analysis of qualitative data from nine interviews with South Asian parents living in Ontario, Canada. Findings confirmed barriers to an autism diagnosis and to service access. Additionally, parents reported pronounced autism stigma, which enacted impediments to timely diagnosis, service access, and health-promoting behaviors. Findings also revealed that parents experience considerable caregiver stress and psychological distress. The generated evidence is anticipated to inform equitable policy, programming, and practices that better support the needs of children on the spectrum and their immigrant families.

Similarities in Reentry Planning of Students Involved in the Juvenile Justice System and Postsecondary Transition Planning for Students with Disabilities

The field of special education has developed evidence-based practices (EBPs) to promote positive postsecondary outcomes for youth with disabilities. Postsecondary transition planning is comparable to the planning processes needed for reentry of previously incarcerated youth to educational and community settings. Common practices for transitioning students with disabilities and for those returning to the community setting include career/technical/vocational education, interagency collaboration, career assessment and exploration, student-centered planning, high expectations, real-life problem solving, and assessment-driven goals. Transition planning has the potential to reduce recidivism, the key measurement of successful programs and interventions in the carceral setting. There is little empirical evidence of best practices in correctional education; however, there are some programs and resources within special education transition literature that may be useful in the development of prerelease planning for adjudicated youth. Programs focused on improving self-determination skills such as being aware of abilities, needs and preferences, problem-solving, self-control, cognitive reasoning to address problems, self-efficacy, and self-advocacy can increase the level of preparation youth have for returning to the community. Other efforts geared at systemic change can be beneficial, as well, including improvement of interagency collaboration, enrollment/re-enrollment requirements, training for educators and administrators to prevent stigma, and hiring one person in charge of the prerelease planning and records. Resources and suggested applications are included in summary.

Trends in diversity-related learning among secondary schools in 35 US states, 2014-2018.

School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools' implementation of diversity-related learning opportunities (i.e., opportunities to learn about people who are different from them) in secondary classroom and extracurricular settings. Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: a) clubs; b) lessons in class; and c) special events (e.g., multicultural week, family night) sponsored by the school or community organisations. During 2014-2018, no states experienced decreases in opportunities for students to learn about people who are different from them; most states demonstrated no significant change. Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes, and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.

Assessing the emotional and behavioral impact of community and extra curricular activities, police contact, and collective efficacy among youth

ABSTRACT A broad body of research suggests that interactions with the police can have a negative impact on emotional and behavioral outcomes among youth. Therefore, developing interventions that simultaneously reduce youth involvement in criminalized activities and promote positive outcomes for youth are foundational to creating a just society. The present study examines the emotional and behavioral impact that police contact, community and extracurricular activities, and collective efficacy have on youth. Our findings suggest that participation in community and extracurricular activities is associated with positive youth outcomes. Of the two components of collective efficacy, social cohesion had a strong association with emotional and behavioral outcomes whereas informal social control did not. Our findings emphasize the importance of community engagement and community involvement when developing community-level interventions that simultaneously address participation in criminalized behaviors and promote positive emotional and behavioral outcomes for youth.

Therapeutic Alliance, Attendance, and Outcomes in Youths Receiving CBT or Client-Centered Therapy for Anxiety

ABSTRACT Objective Positive associations between therapeutic alliance and outcome (e.g. youth symptom severity) have been documented in the youth anxiety literature; however, little is known about the conditions under which early alliance contributes to positive outcomes in youth. The present study examined the relations between therapeutic alliance, session attendance, and outcomes in youths (N = 135; 55.6% female) who participated in a randomized clinical trial testing the efficacy of cognitive-behavioral therapy or client-centered therapy for anxiety. Method We evaluated a conceptual model wherein: (1) early alliance indirectly contributes to positive outcomes by improving session attendance; (2) alliance-outcome associations differ by intervention type, with stronger associations in cognitive-behavioral therapy compared to client-centered therapy; and (3) alliance-outcome associations vary across outcome measurement timepoints, with the effect of early alliance on outcomes decaying over time. Results Contrary to hypotheses, provider ratings of early alliance predicted greater youth-rated anxiety symptom severity post-treatment (i.e. worse treatment outcomes). Session attendance predicted positive youth-rated outcomes, though there was no indirect effect of early alliance on outcomes through session attendance. Conclusions Results show that increasing session attendance is important for enhancing outcomes and do not support early alliance as a predictor of outcomes.

Holding the Space: Individual- and Group-level Factors Predicting Member Retention in Gender-Sexuality Alliances.

Involvement in extracurricular groups is associated with positive outcomes for youth. Gender-Sexuality Alliances (GSAs) are school-based clubs that may provide benefits to sexual and gender minority (SGM) youth and their allies, yet little is known about what factors predict member retention. The current study explores individual- and group-level predictors of youth's sustained or discontinued membership in GSAs during a school year. Participants were 410 youth (Mage = 15.56; 83% sexual minority; 57% cisgender female; 70% White) and 50 advisors in 32 GSAs purposively sampled across Massachusetts who completed surveys at the beginning and end of the school year. Sexual minority youth and youth who took on more leadership roles at the beginning of the year were less likely to have left their GSA by the end of the school year. Youth who perceived higher levels of social support from their GSA trended less likely to leave their GSA as well, although the association was not significant. Youth who engaged in more advocacy were more likely to have left. Youth in GSAs with greater structure to their meetings were less likely to discontinue their membership; specifically, having a meeting agenda was uniquely predictive of member retention. Implications for GSA inclusivity and practices to promote retention within GSAs and similar social justice-oriented clubs are discussed.

Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health.

Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent-teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent-teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family-school partnerships among families with autistic children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Unpacking the role of adolescent religious affiliation in youth outcomes.

The purpose of this study was to unpack the role of adolescent religious affiliation in positive and negative youth outcomes. We used data from Wave 1 (2002-2003) of the National Study of Youth and Religion (NSYR). Participants were a nationally representative sample of 3290 adolescents from across the United States. Measures were adolescent-report or parent-report items of religiousness (individual religiousness, family religiousness, peer religiousness, and religious community supportiveness) and youth outcomes (future orientation, grades, community involvement, alcohol use, sexual activity, and depression). First, ANOVAs revealed that four dimensions of religiousness (individual religiousness, family religiousness, peer religiousness, and religious community supportiveness) and five youth outcomes (future orientation, grades, community involvement, alcohol use, and sexual activity, but not depression), varied significantly across religious affiliation. Second, regressions examining direct effects found that the multicategorical nominal variable of religious affiliation predicted all outcomes except alcohol use and depression after accounting for the four dimensions of religiousness. Third, each of the four dimensions of religiousness mediated relations between religious affiliation and at least one of the outcomes. In short, religious affiliation seems to play a unique role in youth outcomes, above and beyond other dimensions of religiousness. This role of religious affiliation perhaps functions in part via individual and contextual dimensions of religiousness.

How Does Religious Faith Impact Positive Youth Outcomes

This study investigates the protective aspects of religiosity in young adolescents and explores the potential processes involved. Specifically, we examine the influence of three measures of religiosity—religious salience, intrinsic religiosity, and daily religious experiences—on delinquency and anxiety. The study sample consists of 636 families located in the state of Utah. Additionally, we explore how positive youth development (PYD) constructs may mediate the relationship between religiosity and adolescent outcomes. The findings indicate that religious salience and daily religious experiences are directly and indirectly associated with lower levels of delinquency and anxiety. Furthermore, two PYD constructs—character and connectivity—serve as mediators between religious salience, daily religious experiences, and these outcomes. These findings are discussed within the framework of Bronfenbrenner’s PPCT model of bioecological theory.

Developing a New Tool for International Youth Programs

Abstract: We developed and evaluated the YouthPower Action Youth Soft Skills Assessment (YAYSSA), a self-report soft skills measure. The YAYSSA targets 15- to 19-year-old youth in lower resource environments. In Study 1, we identified 16 key constructs based on a review of those associated with positive youth outcomes in sexual and reproductive health, violence prevention, and workforce success. We adapted promising items measuring those constructs from existing and openly available tools. We conducted cognitive interviews with 50 youth from six schools in Uganda, for wording and response formats, leading to a first draft tool. In Study 2 we administered that tool to N = 1,098 youth in 59 schools in Uganda. Confirmatory factor analyses did not support the hypothesized 16-factor structure, but exploratory factor analyses suggested a four-factor solution (Positive self-concept, Higher-order thinking skills, Social and Communication skills, and Negative self-concept). In Study 3, a revised tool was administered to Uganda youth ( N = 1,010, 59 sites). After cognitive testing with 45 youth in Guatemala, the tool was administered to youth ( N = 794; 59 sites) in Guatemala once, then 5 months later, with a mixture of retested and new participants ( N = 784; 67 sites). Factor analytic results supported the four-factor structure with 48 retained items and indicated that the instrument was reliable by internal consistency and test-retest correlations. The instrument correlated with demographic variables and outcomes in expected directions. We found evidence for measurement invariance across country, country and gender, country and socioeconomic status, and time. We discuss implications for scale validation and use in future research.

Examining the factor structure and validity of the social motivational orientations in sport scale

ABSTRACT The Social Motivational Orientations in Sport Scale (SMOSS), developed by Allen [(2003). Social motivation in youth sport. Journal of Sport and Exercise Psychology, 25(4), 551–567; (2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161], to measure social goals in sport, has only been tested among late adolescent and adult samples and in either the physical education or sport setting. The purpose of this study was to extend the utility of the SMOSS scale by examining social goals in a sample of underrepresented early adolescents, and for physical activity more broadly. Confirmatory factor analysis (CFA) demonstrated the SMOSS was effective for measuring/identifying distinct social goal orientations for physical activity in this sample of youth and replicated Allen's [(2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161] three-factor model: affiliation, recognition, and status. The three-factor model demonstrated adequate concurrent and predictive validity. Findings suggest that affiliation goals for physical activity are inversely related to early adolescents’ peer and emotional problems, but recognition and status goals have mixed effects on youth appearance-related motivations to engage in physical activity, peer problems, emotional problems, and prosocial behaviour. This study provides evidence that the SMOSS adequately measures social goals among a sample of underrepresented early adolescents and across physical activity contexts. Findings demonstrate that social goals for physical activity during early adolescence are similar to those observed in late adolescence and adulthood. Future social goal research should involve translating results into tangible aspects of intervention development to help promote physical activity and other positive outcomes in youth.

Counter Stories on the Meaning of Sport in the Lives of Black Youth Who Are Incarcerated

Although a significant focal point of research has been dedicated to the role of sport in the lives of youth, few articles have explored sporting experiences among incarcerated youth. Often overlooked, this population is highly disenfranchised and overrepresented by youth of color. Nonetheless, emerging research has proposed sport as an important developmental tool in the rehabilitation of juvenile offenders. Informed by critical race theory, the current study included semistructured interviews with nine incarcerated Black males, exploring the meaning of sport in their lives. Results included themes around family induction into sport, sport versus street life, sport teaching life skills, and sport as a distraction. Findings offer insight into how youth of color in the juvenile justice system conceptualize the role of sport and consequently, how sport may be harnessed for positive youth outcomes in correctional settings.

Motivations, program support, and personal growth: Mentors perspectives on the reciprocal benefits of cross-racial mentoring relationships with black youth

Community-based mentoring (CBM) programs are popular interventions for promoting positive youth development outcomes for Black youth, however, many youth mentoring relationships in CBM programs (e.g., Big Brothers Big Sisters) are characterized by cross-racial matches. There is scarce research describing how mentors’ motivations and life experiences influence interactions with their mentee, the program components that supported them as mentors, and the perceived benefits they attribute to participating in cross-racial mentoring relationship. Using a constructivist grounded theory approach, 28 interviews were conducted with current and former mentors from six different Big Brothers Big Sisters community-based mentoring programs across the United States. The findings highlight specific factors that motivate individuals to volunteer their time as a mentor, mentoring program components mentors found helpful throughout the relationship, and the benefits they receive from engaging in a cross-racial mentoring relationship with Black youth.

146 The Nebraska 4-H Equine Advancement Level program's role in positive youth development using the five C's model: An exploratory study

Positive youth development (PYD) focuses on developing the strengths of youth through positive activities and behaviors rather than reducing negative tendencies. A well-researched model of PYD is the 5 C's model that is currently used in youth development organizations such as 4-H. The 5 C's model consists of caring, competence, confidence, character, and connection. An additional sixth c is labeled as contribution. The Nebraska 4-H Equine Advancement Level (NEAL) program was intended to serve as a guidebook for instruction and assessment of youth as they learn more about horses and horsemanship skills. The NEAL program has 4 levels with each having an emphasis on developing a member's responsibility, self-discipline, self-reliance, patience, and pride of accomplishments. The program was started over 30 years ago but has not been evaluated for PYD. This study aims to evaluate the impacts of and identify relationships between students’ involvement in the NEAL program and the 6 C's of PYD. A survey was developed and administered through Qualtrics using multiple choice and modified Likert scale questions. Response options to questions were geared toward topics or scenarios specific to the NEAL program. Respondents were between the ages of 10 to 18 years old and were enrolled in the Nebraska 4-H Horse project. A total of 55responses (6 male; 49 female) were collected. The study used measures of numerical values set for each question option (0 point or 1 point) and applied the points to survey responses to receive total scores. Scores were analyzed using SPSS 29.0 (SPSS Inc., Chicago, IL) including inter item correlation matrix, Pearson correlation, and ANOVA. Results indicated significant positive correlations between constructs (P < 0.05), specifically competence and contribution (r = 0.277) and connection with caring (r = 0.380), contribution r = 0.511), competence (r = 0.439), and character (r = 0.345). Additionally, youth responded with answers that indicated they showed PYD traits as they progress through advancement levels and developed in 5 of the constructs. When moving through the levels, scores were significantly increased for youth in level 2 and 3 compared with level 1 for competence (Level 2: P = 0.038, Level 3: P = 0.006) and character (Level 2: P = 0.006, Level 3: P = 0.003) predicting that youth develop these traits through the program. The (NEAL) program provides opportunities for youth to become engaged in youth development activities and experiences which lead to positive youth outcomes.