Date post: | 21-Dec-2015 |
Category: |
Documents |
Upload: | christopher-farmer |
View: | 213 times |
Download: | 0 times |
Serving Higher Risk Populations
Using Data to Inform Support and Services for Higher Risk Youth
January 30, 20159:45-11:15 a.m.
Introductions
Dr. Claus TjadenMartinez Tjaden, LLP
Dr. Shivohn GarciaBig Brothers Big Sisters of America
Kristin RomensBig Brothers Big Sisters of America
This session will use the foundation of Positive Youth Development and Prevention Science to lead a conversation in identifying risks in youth and using that data to specialize mentoring services for them
Objective
- Identifying the need: why is risk important?
- PERL methods for understanding risk
- Using risk data in practice: a case study
Agenda
The need
Can one size fit all?
- Mentoring as a customizable treatment
- Targeting outcomes -> achieving greater impact
I thought we were being positive – why talk about
risk?
- Risk is not generic
Positive youth development [vs.?]
prevention science
Mentoring approaches
Address
risk
Build assets
Address
risk
Address
risk
Build assets
Build
assets
Build assets
Address risk and build assets to
have the greatest impact
- Youth Development Institute
The main focus of youth work is to promote the development of all young people while recognizing that individual youth experience the world differently; development is the most effective strategy for preventing problem behaviors.
Universal Prevention
Positive youth development
6 C’s – a PYD framework
- Thrive Foundation for Youth
External AssetsSupport1. Family support2. Positive family communication3. Other adult relationships4. Caring neighborhood5. Caring school climate6. Parent involvement in schoolingEmpowerment7. Community values youth8. Youth as resources9. Service to others10. SafetyBoundaries & Expectations11. Family boundaries12. School Boundaries13. Neighborhood boundaries14. Adult role models15. Positive peer influence16. High expectationsConstructive Use of Time17. Creative activities18. Youth programs19. Religious community20. Time at home
Internal AssetsCommitment to Learning21. Achievement Motivation22. School Engagement23. Homework24. Bonding to school25. Reading for PleasurePositive Values26. Caring27. Equality and social justice28. Integrity29. Honesty30. Responsibility31. RestraintSocial Competencies32. Planning and decision making33. Interpersonal Competence34. Cultural Competence35. Resistance skills36. Peaceful conflict resolutionPositive Identity37. Personal power38. Self-esteem39. Sense of purpose40. Positive view of personal future
40 developmental assets
- Search Institute
1. Lack of resources – can’t provide services to every child.
2. Cost effectiveness – many children have alternative means of getting their needs met.
3. Program effectiveness – not every child is made resilient.
4. Outcomes – restricted opportunity for positive outcomes.
Barriers to universal prevention
0
20
40
60
80
100
Average Percent of Resilient Children:NOT Presenting At-Risk Behaviors
Program A Program B
Selective Prevention
Potential for positive outcomes
• Predictive value: Is this youth at risk of [ ]?
• Service planning: If a child has unaddressed needs, can these become barriers to growth?
Importance of risk
The ResearchSimilar risks impact multiple adverse behaviors:
• Delinquent (anti-social) peer group
• School problems
• Substance abuse
• Anti-social values
• Problems with anger, impulsivity
• Inadequate parent involvement /discipline
Critical risk areas
Universal
Selective
Indicated
Levels of prevention
- Identifying the need: why is risk important?
- PERL methods for understanding risk
- Using risk data in practice: a case study
Agenda
The building blocks of Component
Details Why ?
Risk Prediction Risk of negative BBBS desired outcomes;eligibility determinationannual parent survey
Better outcomes for higher risk kids
Risk and Needs Annual parent survey Unaddressed needs inhibit progress
Academic Characteristics
Quarterly youth assessment;the four pillars
• Academic problems associated with negative outcomes in multiple areas
• Commitment to education likely as important as academic achievement
• Targeted advocacy and coaching enhance outcomes
• Monitor progress
Academic outcomes
Grades, attendance, behavior
Evaluate outcomes
Development of the Risk and Protective Inventory (RPI)
RPI Function: a) Predict risk b) Determine needs and strengths
Available data for predictive analysis:c) BBBS youth outcome datad) Risk data from Gates Foundation Study
Risk domains predict BBBS outcomes• Academic*• Behavior• Social-emotional * eligibility criteria
Risk areas identify youth needs (6 areas)• Behavioral• Academic• Mental Health
Protective Areas• Individual• Family
RPI structure
• Family • SES • Peer
• Social • School/community
Educationally relevant constructs embedded in the YQA:– Hope– School Valuing– Self-Advocacy– Perception of Control– Self-Efficacy– Growth Mindset
Development of the Youth Quarterly Assessment (YQA)
- Identifying the need: why is risk important?
- PERL methods for understanding risk
- Using risk data in practice: a case study
Agenda
1. Identify target population – Academic risk
2. Identify youth needs and strengths – Areas of risk and protection
3. Identify targets for intervention – Educational risk/needs
4. Monitor progress quarterly-YQA (in addition to school performance data)
PERL risk summary
– Improved sense of competence in school, which leads to improved grades.
– Reduced school dropout.– Improved overall academic performance.– Improved performance in specific subjects, including:
science, and oral and written language.– Improved quality of classwork– Improved number of homework and class assignments
turned in
Herrera, Grossman, Kauh, Feldman & McMaken, (2007); King, Davis, & McClennan (2002); Rhodes, Grossman & Resch,( 2000); Wheeler, Keller, & Dubois, (2010).
Impact of mentoring on academic functioning
PERL theory of change
Data-driven Practices
Differentiated Services
Targeted Outcomes
25
Academic Self-efficacy
Growth mindset
School engagement
Hope and goal-setting
School Functioning
Mentoring Relationship
Four pillars of PERL
Coaching strategy
MAST
Advocate
Suggest Activities
Talk
Model
• Living document• Tool to support match relationship• Tool to guide match support/Big coaching• Leverage Little’s strengths
Youth outcomes development plan
Partnerships based on holistic view
Youth StaffNat.Resources
Mentor
SchoolCom.Partners
Parent/Guard.
Which risk are you targeting?
How are you targeting it within your program?
Closing reflection