Five Cs Model of Positive Youth Development Among Indiana 4H Youth Abby M Robinson Masters Candidate April 12 2011 Why Positive Youth Development Until the mid90s youth were viewed as problems ID: 719713
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An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth
Abby M. RobinsonMaster’s CandidateApril 12, 2011Slide2
Why Positive Youth Development?Until the mid-90s, youth were viewed as problems.Approach viewing adolescents as resources of the community, rather than problems that must fixed (Damon, 2004).Process which prepares young people to meet the challenges of adolescence and adulthood through a series of coordinated activities and experiences
(Collins, Hill, & Miranda, 2008). 2Slide3
What is Positive Youth Development?Research aimed at finding ways to improve adolescent development and to aid students so that they may reach their full potential (Zarrett & Lerner, 2008). Focus is on the characteristics of development that lead to positive rather than negative youth outcomes (Heck & Subramaniam, 2009).
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Five Cs of Positive Youth DevelopmentPYD concept is built from a framework known as the “5 Cs” of Positive Youth Development (Lerner, Lerner, & Phelps, 2009). Five Cs FrameworkCompetenceConfidenceConnectionCharacterCaring
4Slide5
4-H Youth Development ProgramLargest youth serving organization in the world (Seevers et al., 2007).GoalsLearning
Development of life-skillsTransformation of youth into productive members of society40 Developmental Assets External Internal
Eight Critical
Elements of PYDService to
others; self-determination, decision making, and goal setting; positive connections with the future
5Slide6
Indiana 4-H Program2010 Indiana 4-H Report210,467 youth served2,216 organized 4-H Clubs14,729 adult volunteers 4-H Programming
Caring adults Safe environmentOpportunities to master skills and content6Slide7
Need for Study4-H youth development programs have beneficial effects on youth by positively affecting development and therefore positively affecting their adulthood (Boyd, Herring, & Briers, 1992).In the push for accountability, providing evidence of the effectiveness of youth development programs such as 4-H is essential
(Boyd et al., 1992).7Slide8
Literature Review4-H Study of Positive Youth Development First study to utilize the newly developed measures for PYD using the Five Cs FrameworkLongitudinal designBegan in 2002 with fifth grade studentsGathered data from student and parent questionnaires and U.S. Census data Reports contain data from youth who completed two or more years of the study4-H Study of Positive Youth Development Predicting Outcomes Accurately (
Jelicic et al., 2007) Valid PYD Measurement (Phelps et al., 2009)Waves 1-5 (Lerner et al., 2008; Lerner et al., 2010)
8Slide9
Literature ReviewBossaer (2009) conducted the first thesis study examining elements of Lerner et al’s. (2005) PYD measures.Grades eight thru 10 from 22 counties across the State of Indiana. Active 4-H members showed higher levels of community contribution than non-4-H members.Active 4-H members reported significantly lower levels of risky behaviors (e.g., depression, tobacco and drug use, delinquent behaviors and bullying) than youth who reported limited or no
4-H experience.9Slide10
Literature ReviewFew studies have used Lerner et al’s. (2005) measures of PYD.Limited use of the short-form version of the Positive Youth Development Student Questionnaire (Lerner, Lerner, Almerigi, Theokas, Phelps, Gestsdottir, 2008). Few studies, including theses and dissertations, have been conducted with Lerner et al.’s (2005) PYD measure focusing on high school students.
To date, no cross-sectional studies have been conducted measuring the Five Cs among students in the 4-H youth development program. 10Slide11
Developmental Systems TheoryDevelopmental Systems Theory is a contemporary human development theory useful in studies of adolescent development (Kiely, 2010). Developmental Contextualism, a core feature of DST, represents the mutually influential relations between an individual and their contextual factors (Lerner and Miller, 1993).
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Developmental Systems TheoryEcological Developmental CharacteristicsStrengths of AdolescentsPositive Youth Development (PYD)ContributionRisk/Problem Behaviors12Slide13
The DST Model13
Ecological Developmental CharacteristicsIndividualsInstitutions Youth-Adult PartnershipsAccess
Strengths of Adolescents
Selection
Optimization
Compensation
Positive Youth Development
Competence
Confidence
Character
Connection
Caring
Contribution
Risk/Problem BehaviorsSlide14
PurposeTo explore the levels of Positive Youth Development among Indiana 4-H members.14Slide15
Research ObjectivesDescribe the levels of positive youth development (PYD) as measured by the Five Cs between 4-H and non-4-H members.Describe differences in positive youth development as measured by the Five Cs between 4-H and non-4-H members.Describe the relationships between positive youth development as measured by the Five Cs and selected demographic characteristics (age, gender, grade and 4-H membership).
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Methods and ProceduresExploratory descriptive survey designExtension Educators in every county in Indiana were asked to participate in the study. Convenience sample of youth contacted by an Extension Educator (N=453).Short-form version of the Positive Youth Development Student Questionnaire (Lerner et al.,
2008).16Slide17
17Participating Indiana CountiesSlide18
Participants18
CategoryResponsef%Gender Female
255
56.9 %
Male
193
43.1%
Grade
Upperclassmen
154
34.7%
Lowerclassmen
290
65.3%
Ethnicity
Asian
, Asian American or Pacific Islander
1
.2%
Black
or African American
6
1.4%
Hispanic
or Latino/a
5
1.1%
White
, Caucasian; not Hispanic
393
89.1%
American
Indian/ Native American
11
2.5%
Multiethnic
or multiracial
25
5.7%
4-H Membership
4-H Member
200
44.2%
Non-4-H
Member
253
55.8%Slide19
Data Analysis19
Research ObjectivesVariables
Independent
Dependent
Scale of Measurement
Statistical
Analysis
Describe
the levels of positive youth development (PYD) as measured by
the
Five
Cs between 4-H and non-4-H members.
4-H
program participation
(4-H/non-4-H)
Confidence
Competence
Connection
Caring
Character
Interval
Means, Standard Deviations, Frequencies, Percentages
2.
Describe
differences
in
positive
youth development
as
measured by the Five Cs between 4-H and
non-4-H
members.
4-H program participation
(4-H/non-4-H)
Confidence
Competence
Connection
Caring
Character
Interval
Independent
t-test
3.
Describe
the relationships between positive youth development as measured by the Five Cs and selected demographic
character-istics
: age, gender, grade and 4-H membership.
Gender
Confidence
Competence
Connection
Caring
Character
Nominal
Interval
Pearson’s Correlation CoefficientSlide20
Findings20Research Objective 1
Five Cs4-H Participants
Non-4-H
Participants
Difference
Competence
57.67
55.55
+2.12
Confidence
68.31
61.31
+7.00
Connection
70.74
65.26
+5.48
Character
73.78
68.43
+5.35
Caring
76.34
69.39
+6.95
Total
PYD
69.81
64.42
+5.39Slide21
FindingsResearch Objective 221Character
NMSDtd4-H Participant16874.07
12.54
-3.49**
.36
Non-4-H Participant
215
69.1
14.48
Connection
N
M
SD
t
d
4-H Participant
168
71.06
15.29
-3.51**
.36
Non-4-H Participant
215
65.28
16.86
Confidence
N
M
SD
t
d
4-H Participant
168
68.55
15.71
-4.47**
.48
Non-4-H Participant
215
61.09
16.81
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Findings22Total PYDNM
SDtd4-H Participant16869.429.68
-5.11**
.48
Non-4-H Participant
215
64.42
10.93
Caring
N
M
SD
t
d
4-H Participant
168
77.73
15.62
-
3.66**
.38
Non-4-H Participant
215
71.10
18.95
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FindingsResearch Objective 3Pearson correlations were used to describe the relationships between total positive youth development, each of the Five Cs and selected characteristics. 23
Scale12345678
1. Total Confidence--
2.
Total Competence
.44**--
3.
Total Connection
.48**
.23**
--
4. Total Character
.30**
.17**
.51**
--
5. Total Caring
.18**
.13**
.46**
.64**
--
6. Total PYD
.69**
.52**
.78**
.74**
.72**
--
7. Gender
.06
.01
.14**
.14**
.41**
.31**
--
8.
4-H Participation
.21**
.09
.19**
.19**
.19**
.25**
.18**
--
*
P < .05; ** p < .01Slide24
Implications for Practice4-H/Youth Development Educators from the participating counties in this study could utilize the findings as possible evidence of the contribution that the 4-H program makes in the lives of young people. Findings could be used as evidence that the 4-H program is providing an opportunity for youth to become engaged in youth development activities and experiences which lead to positive youth outcomes.
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Implications for PracticeAdditional research is necessary to ensure that 4-H programming is indeed making an impact that is both positive and long-term which will help to make the case that 4-H youth development programs are worth sustaining.Because individuals at the local, state, and federal levels of government will ultimately decide whether or not to fund youth development programs such as 4-H, it is critical that they be made aware of the impacts of Extension programming.
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Recommendations for Future ResearchFuture studies would be strengthened by gathering data from a random sample, rather than a convenience sample, thus enhancing generalizability.Future research should ascertain a more accurate measure of the duration, frequency, and intensity of 4-H participation.26Slide27
Recommendations for Future ResearchFuture research would benefit from collecting data involving a more diverse sample among both 4-H and non-4-H participants. Future research should include items that assess Contribution and risk/problem behaviors, key components of Developmental Systems Theory, which will then lend to findings and conclusions that can be better linked to DST.27Slide28
Questions28Slide29
Thank You!29