Puberty Education in a Global Context: Knowledge Gaps,Opportunities, and Implications for Policy

Youth programs and policies provide opportunities for institutions and societies to support healthy adolescent development. Puberty education programs are universally important, as they provide crucial knowledge and skills to help youth and their caregivers navigate the physical, emotional, and interpersonal changes of puberty with positive outcomes. However, few puberty programs have been rigorously evaluated, resulting in a lack of evidence‐based knowledge and practice in this area. This review examines the status of research on puberty education and related programs and draws on the broader intervention literature and recent research findings on adolescence to identify program features that might improve program effectiveness. Implications for policy are also discussed. The need for rigorous program evaluation is emphasized throughout.     

Social Capital, Savings, and Educational Performance of Orphaned Adolescents in Sub-Saharan Africa

We examine the impact of social capital on savings and educational performance of orphaned adolescents participating in a family-level economic strengthening program in Uganda. Findings indicate that if given the opportunity, poor families in Uganda will use financial institutions to save for the education of their adolescent youth. Moreover, although the results are mixed, overall, adolescents with higher levels of social capital and social support, including participation in youth groups, are likely to report better saving performance compared to their counterparts with lower levels of social capital and social support. The results point to: (1) the role for family-economic strengthening programs specifically focused on improving the educational outcomes of orphaned adolescents in sub-Saharan Africa, and (2) the need for adolescents to be encouraged to participate in youth groups since these groups seem to offer the much needed supportive informal institutional structure for positive adolescent outcomes.     

Effective approaches to reducing adolescent unprotected sex,pregnancy, and childbearing

In the United States, there exist a multitude of different approaches to reducing adolescent sexual risk-taking, unintended pregnancy, childbearing, and sexually transmitted disease, including HIV. While many of these approaches have some positive effects upon some outcomes (such as greater knowledge), only some of these programs actually delay the initiation of sex, increase condom or contraceptive use, and reduce unprotected sex among youth. This article summarizes a review of 73 studies and their respective programs, and describes four groups of programs which have reasonably strong evidence that they delay sex, increase condom or contraceptive use, or reduce teen pregnancy or childbearing. These four groups of programs include (a) sex and HIV education curricula with specified characteristics, (b) one-on-one clinician-patient protocols in health settings with some common qualities, (c) service learning programs, and (d) a particular intensive youth development program with multiple components.     

A systematic review of interventions to improve post-secondary educational outcomes among foster care alumni

In their transition to adulthood, youth who have aged out of foster care struggle in a variety of areas. One area of concern is achieving success in post-secondary education. In response, universities and community colleges around the country offer support programs for these youth, in order to assist them in gaining a college education. The purpose of this study was to utilize a systematic review process to uncover the current status of what is known about campus support programs for foster care alumni in two areas—student views of their program experiences and outcomes of interventions to improve post-secondary educational success. We adapted the Participants, Interventions, Comparison groups, Outcomes, and Study designs (PICOS) model in conducting the systematic review. A search of six electronic databases and other gray literature sources yielded seven articles. Results revealed valuable insight from students regarding the ways in which program implementation was beneficial, and highlighted important strategies future programs should consider. Further, findings of outcome studies are favorable. However, additional outcome evaluations are needed in order to validate and confirm their impact.     

As You Sow,So Shall You Reap?

Foundations’ capacity‐building grant programs strive to bolster performance and outcomes for their nonprofit grantees. Yet with few outcome evaluations of such programs, we have limited understanding of whether these capacity‐building efforts achieve their intended result. This study evaluates fifteen years of data for one foundation's capacity‐building grant program to understand whether targeted capacity building for financial management and development contributes to nonprofit financial growth. The authors examine the management–performance link in this context and inform sector leaders who dedicate resources to capacity‐building programs about the outcomes of these efforts.     

The relationship between implementation fidelity and educational outcomes in a school-based family support program: development of a model for evaluating multidimensional full-service programs

There is increasing recognition of the need for evaluations that identify program processes or mediators and assess degree of program implementation rather than focusing solely on outcome evaluation. This paper describes the application of complementary qualitative and quantitative evaluation procedures to assess the degree of implementation of multi-component family support programs for improving educational outcomes for at risk youth, and to assess the relationship between program implementation and outcomes. The qualitative evaluation involved prolonged engagement to identify common program domains or mediators. Using a method called Innovation Configuration Analysis, levels of implementation of program domains were explicated as well as an overall Implementation Fidelity Index. Strong positive relationships were found between overall program implementation and program-level outcomes achieved by student participants.     

Parenting adolescents from ethno-cultural backgrounds: A scan of community-based programs in Canada for the promotion of adolescent mental health

ObjectivesTo i) describe current community-based programs across Canada to support parents for the promotion of adolescent mental health, with special attention to ethno-cultural populations; and ii) identify needs, gaps, and opportunities for the development of a framework to support parents for the promotion of adolescent mental health.MethodsWe conducted an internet-based cross Canada scan of community-based parenting programs that promote adolescent mental health in ethno-culturally diverse populations, followed by structured phone interviews with program staff. Findings were categorized according to audience (ethnicity/culture and age group), geographical distribution and coverage, and program type. Barriers to access and outreach mentioned by interviewees were documented.ResultsWe found a total of 47 programs that met our search criteria. The greatest numbers were found in the provinces of Ontario, British Columbia and Alberta, particularly in the Greater Toronto and Vancouver Areas. Most programs consisted of psycho-educational, information-based workshops, support groups, or used innovative approaches (e.g., arts, alternative medicine, mentorship, and skillsdevelopment courses). Five programs (11%) had parent and youth components. From the perspective of service providers, cultural distrust, stigma, financial constraints and language barriers pose challenges to outreach. Program evaluations are limited and often not publicly available.ConclusionThere are gaps in geographic coverage and types of programs available to parents for the promotion of adolescent mental health in ethno-cultural communities. Inconsistent and insufficient funding [and other forms of institutional support] detract from the capacity of community-based organizations to adequately support families and conduct, publicize, and evaluate their programs.     

Process evaluation of “Girls on the Run”: Exploring implementation in a physical activity-based positive youth development program

Many positive youth development programs rely on physical activity as a primary program component. Referred to as physical activity-based youth development programs, these program designs have great potential for promoting healthy youth development. This study examined how one such physical activity-based positive youth development program was implemented in order to identify design features critical to maximizing positive youth outcomes. This mixed method, multi-site process evaluation of Girls on the Run (GOTR) utilized focus groups, site visits, and self-report implementation checklists. Implementation scores were calculated to assess implementation fidelity across twenty-nine sites, and qualitative data were inductively analyzed to identify factors influential for implementation. Results reveal variability in how GOTR was implemented. Five themes emerged from the data that represented factors serving as facilitators or barriers to programmatic implementation. These included contextual/environmental factors (e.g., parental involvement, relationships with school personnel), organizational factors (e.g., implementation support and responsiveness of staff), program-specific factors (e.g., curriculum design), coach factors (e.g., existing relationships with participants, responsiveness to participant's needs), and youth factors (e.g., behavioral and discipline issues). Study findings have implications for improving the design of physical activity-based and other positive youth development programs, with relevance to evaluators, program planners, youth development leaders, and others working with children and youth.     

A national evaluation of community-based youth cessation programs: design and implementation

Although widely available, little is known about the effectiveness of youth cessation treatments delivered in real-world settings. The authors recruited a nonprobability sample of 41 community-based group-format programs that treated at least 15 youth per year and included evidence-based treatment components. Data collection included longitudinal surveys of youth participants (n = 878); posttreatment surveys of program leaders (n = 77); and one-time surveys of organizational leaders (n = 64)and community leaders in education, health, and juvenile justice (n = 94). Information about smoking-related ordinances was collected at the state and local levels. The framework, evaluation design, and implementation strategies described in this article provide a template for large-scale real-world program evaluations.     

Empowering Community-Based Programs for Youth Development

This article discusses the need for community-based programs for youth and their families and urges the social work profession to resume its historical leadership in such programs while incorporating recent theory and practice. The authors describe the reasons why social workers abandoned neighborhood-based youth development services, the intended outcomes of such services, and current societal and professional trends that support a revival of social work’s involvement in youth development. They discuss one school of social work’s current participation in a youth agency partnership and examine implications of the suggested revival for social work education. Collaboration among families, schools, diverse community services, agencies, and educators is emphasized.     

An evaluation of youth empowerment tobacco prevention programs in the Southwest

Evaluation research pertaining to the development of assessment instruments that fully capture the facets of empowerment prevention perspectives among youth are sparse. With funding from the American Legacy Foundation, the University of New Mexico Center for Health Promotion and Disease Prevention, in partnership with the New Mexico State Department of Health, developed a measure of individual empowerment. Drawing from the various bodies of literature in adolescent development, substance abuse prevention, and program/coalition building, a questionnaire was developed to capture facets of individual empowerment as it pertains to tobacco prevention efforts among youth within New Mexico. Utilizing a sample of 112 youth participants, principal axis factor analysis with Varimax rotation revealed four valid sub-scales entitled active participation, empowerment efficacy, external organizational involvement, and participant satisfaction. Internal consistency reliabilities were satisfactory with Cronbach's alpha ranging from .78 to .84. Regression mediation analysis revealed that active participation mediated the relationship of empowerment efficacy and self-esteem. Challenges associated with conceptualizing and assessing empowerment among youth are discussed.     

Latino Adolescent Reproductive and Sexual Health Behaviors and Outcomes: Research Informed Guidance for Agency-Based Practitioners

Latinos are the largest and fastest growing minority youth group in the United States. Currently, Latino adolescents experience higher rates of teen pregnancy compared to any other racial or ethnic group and have disproportionately high levels of sexually transmitted infections and HIV. Latino teens are also affected by a number of social problems such as school dropout, poverty, depression and limited access to healthcare, which contributes to disparities in reproductive health outcomes for this population. Relatively few intervention research studies and programs have been dedicated to reducing sexual risk among Latino youth, despite their particular vulnerabilities in experiencing negative reproductive health outcomes. We provide recommendations for identifying the unique reproductive health needs of Latino youth and specific applied strategies so that agency-based social workers and other providers can develop family-based interventions that improve adolescent Latino sexual and reproductive health.     

Learning from Experience in Family Support Programs

ABSTRACT

The paper describes three related California family support program initiatives representing field experiments in program development and policy related to reducing adverse outcomes for vulnerable families through replicating known “best practices” models. The ways in which the three initiatives were affected by the context of implementation are used to demonstrate the difficulty both of identifying the “best” program models and the need for leadership at all levels in order to develop programs and policies, which achieve the intended effects.     

Blazing an evaluation pathway: Lessons learned from applying utilization-focused evaluation to a conservation education program

In 2005, state fish and wildlife agency wanted to examine how one of its conservation education programs was providing science-based understanding and outdoor experiences by evaluating students’ knowledge, skills, attitudes and intended behavioral outcomes related to fish, fishing and aquatic habitats in Montana. A key factor in this study was the acceptance by program stakeholders to conduct the evaluation using a utilization-focused evaluation approach to promote usability and accuracy of evaluation results. Using a quasi-experimental non-equivalent group design, more than 2000 students in participating classrooms throughout Montana received a pre-survey, post-survey and an extended post-survey; 114 teachers participated in an Internet survey and 16 program instructors took part in a structured open-ended telephone interview. The participatory approach and mixed methods enhanced abilities to interpret results of student surveys in particular. The user-focused approach was discovered to be personal and situational, allowed the facilitation of the evaluation process with consideration for increased application of evaluation findings and implementation of recommendations from beginning to end. Further development of evaluation pathways is needed to more effectively evaluate outcomes and implement practical and transferable measures to determine if environmental education activities produce desired participant outcomes.     

“You Learn So Many Things”: Youths’ Subjective Perceptions of Growth in a Drama-Based Sexuality Education Program

Many studies document the benefits of positive youth development programs, yet few examine youths’ own understanding of the growth they experience through participation. We conducted a qualitative exploration of 11 youth participants’ impressions of a drama-based sexuality education program and its impact on them. Participants credited the program with increasing their intra- and interpersonal competence. Importantly, several also asserted that many of their strengths predated their involvement. They saw the program as a platform on which they could demonstrate these qualities, not necessarily their origin. Our findings highlight the importance of providing the opportunities that will enable youths’ community engagement.     

Time matters: the potential and pitfalls of using mixed methods approaches in longitudinal program evaluation

While social programs are often assessed using short-term impact studies, longitudinal designs allow evaluators to capture change over time, identify longer-term outcomes, adapt instruments, and better understand participants in transition. A mixed methods design can be critical in understanding these dynamics; yet there is a lack of literature exploring the practical considerations of planning and conducting qualitative and quantitative data collection and analysis within longitudinal studies. This paper examines two different mixed methods frameworks used in a 5-year evaluation of three youth entrepreneurship programs in East Africa. We show how the evaluation team dealt with unique challenges across methods and over time, and how the design ultimately facilitated a richer understanding of program impacts and processes. Considerations for conducting this type of study are explored, related to the impact of longevity on analysis and research staff. Successfully using a longitudinal mixed methods approach requires researchers to be strategic and reflexive, and work in close collaboration.     

Exploring relationships among boys and men: A retrospective,qualitative study of a multi-year community-based group mentoring program

Mentoring has been established as a useful mechanism by which to reduce risk and promote a variety of beneficial outcomes across age groups and settings. However, very little research has explored long-term group mentoring programs for adolescents, and researchers have not established the optimal approach to mentoring relationships among boys and men. This study interviewed a cohort of recent graduates from the Stepping Stones Project, a group mentoring program for boys that began in 6th grade and continued until the end of high school. Several themes emerged from the interviews, including: (a) the SSP encouraged an open, honest style of communication that the youth learned to adapt through observation and experience; (b) the youth and co-leaders developed intimate, trusting relationships; (c) the supportive environment enabled the youth to explore their own identity and develop greater self-knowledge; (d) the transition ceremony provided a venue in which the youths' growing maturity could be seen and recognized by parents; (e) the structure of the SSP enabled the youth to take on increasing responsibility for planning and managing group activities, and (f) the parent group provided an important source of support and community for parents during the adolescent transition. These themes are discussed in terms of current theory and research on mentoring and adolescent development.     

Growing with youth: A lifewide and lifelong perspective on youth-adult partnership in youth programs

Youth-adult partnership (Y-AP) shows promise for positive youth development, yet research seldom examines how youth programs employ Y-AP as a developmental practice. This paper provides a developmental ecological perspective on Y-AP in programs and communities with data collected across a mid-sized city. In Study 1, interview data suggest adult practitioners hold three distinct goals for Y-AP: voice, decisionmaking, and leadership. We identify program practices for carrying out YAP including building positive adult-youth relationships, engaging youth in first-hand learning, and addressing developmental progression; i.e., gradually increasing opportunities and responsibilities as youth age. In Study 2 we investigate this practice of supporting developmental progression with a case study focused on adolescent opportunities and supports in a multi-age program. Study 2 findings present a picture of YAP opportunities highly integrated into program operations; in particular, integrated into the multiage context. These studies offer insight into strengthening program and community capacity for Y-AP.