Assessment of Teen Pregnancy Prevention Interventions Among Middle School Youth

The purpose of this study was to examine outcomes for students enrolled in two teen pregnancy prevention programs: the Youth Asset Development Program (YADP); and the Postponing Sexual Involvement Program (PSIP) and identify possible areas for program refinement. The study design consisted of two sets of comparisons: (a) sixth-grade students who completed the PSIP versus the control school; and (b) the YMCA Success Centers where the YADP was introduced versus the control school. Two hundred thirty-seven students were selected to participate in the study. Students who participated in the prevention programs had significantly (p < .05) higher academic achievement, participation in school related activities, and enjoyed school much more than students from the control school. However, no statistically significant differences were found between program participants and the control group when they were compared on personal orientation and judgments about teenage parenthood. Implications for program modification and program effectiveness are discussed.     

Acculturation Status and Substance Use Prevention with Mexican and Mexican-American Youth

This study examined whether language preference, as an indicator of acculturation, moderated the effects of a culturally grounded substance use prevention intervention for Mexican and Mexican American middle school students (N = 2,146) in Phoenix, Arizona. The main hypothesis was that levels of program effectiveness would vary based on the language preference of the students and the specific culturally grounded version of the intervention they were assigned. Findings show that matching language preference to particular versions of the intervention did not influence substance use related program outcomes, but that overall program effects (intervention versus control) did vary by language preference. English-language dominant participants, the most at risk sub-group, responded more positively to the intervention, while Spanish dominant, who had low substance use rates at baseline, and bilingual participants did not demonstrate significant differences between the intervention and control groups. Implications for school social work prevention interventions and prevention science in general, are discussed.     

Purpose plus: supporting youth purpose, control, and academic achievement

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap.     

Acculturation Status and Substance Use Prevention with Mexican and Mexican-American Youth

SUMMARY

This study examined whether language preference, as an indicator of acculturation, moderated the effects of a culturally grounded substance use prevention intervention for Mexican and Mexican American middle school students (N = 2,146) in Phoenix, Arizona. The main hypothesis was that levels of program effectiveness would vary based on the language preference of the students and the specific culturally grounded version of the intervention they were assigned. Findings show that matching language preference to particular versions of the intervention did not influence substance use related program outcomes, but that overall program effects (intervention versus control) did vary by language preference. English-language dominant participants, the most at risk sub-group, responded more positively to the intervention, while Spanish dominant, who had low substance use rates at baseline, and bilingual participants did not demonstrate significant differences between the intervention and control groups. Implications for school social work prevention interventions and prevention science in general, are discussed.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

School Dropout as Predicted by Peer Rejection and Antisocial Behavior

This longitudinal study assessed the prediction of school dropout from measures of antisocial behavior, social preference, and achievement. The sample was assessed at 8th grade (n= 516) and was expanded at 10th grade (n= 1157). In the 8th, but not 10th grade, rejected–antisocial students had higher dropout rates than those in other groups. Seperate logistic regression analyses were then conducted using the 8th‐ and 10th‐grade data. Across both sets of analyses, aggression and achievement, but not social preference, predicted subsequent dropout. These results, in conjunction with those of others, suggests that social preference does not uniquely predict school dropout. The possibility exists, however, that youth who are both antisocial and rejected may be at heightened risk for school dropout.     

Evaluating the effectiveness of a programme for improving the participation and academic success of an underrepresented minority group in New Zealand

Pacific peoples are a minority under-represented ethnic group in higher education in New Zealand. This article explores the effectiveness of a specific programme, which sought to improve outcomes of Pacific students in the tertiary environment. The aim of the evaluation was to determine the effectiveness of an intervention programme (2013–2015) to increase the participation and academic success of Pacific students in the first year in Health Sciences. The study found the academic results of Pacific students who participated in the intervention programme were significantly better compared to those who did not. The findings inform future research, suggesting that, when assessing the effectiveness of a programme, it is useful to explore the performance of the whole cohort separately to those who declared intention or interest to attend the programme. Strategies to support participation of each of these groups are likely to be different. Having a standardised approach when comparing groups will adjust for any confounding factors or prior differences. This will allow a more accurate assessment of the effectiveness of the programme being evaluated. This paper presents the importance of a robust approach to the delivery and evaluation of intervention programmes for improving outcomes for underrepresented students in the tertiary environment.     

Immigration and resiliency: unpacking the experiences of high school students from Cape Verde and Ethiopia

This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of six adolescent African immigrant students from Cape Verde and Ethiopia who were enrolled in a small high school in the United States. The school was designed specifically for recent adolescent immigrant students. Using an in-depth qualitative case study research design, this study provides insight into the educational and social issues confronted by these students and the factors that contributed to their resiliency. The competencies and social capital that students acquired in school and at home were major contributing factors to their resilience and academic achievement. Findings show that these students had a supportive social network of family and friends who had encouraged them to succeed in school and provided mentoring, and material and social resources that helped them to succeed. In addition, teachers encouraged and engaged the students by having high expectations and connecting them to the curriculum in meaningful ways.     

Direct and Indirect Pathways From Adverse Childhood Experiences to High School Dropout Among High‐Risk Adolescents

Adverse childhood experiences (ACEs) are associated with an increased risk for school dropout. This study examined pathways from childhood adversity to school dropout through academic, behavioral, emotional, and social pathways. Data were collected prospectively from 728 adolescents and their caregivers who participated in the Longitudinal Studies of Child Abuse and Neglect and from child protective services records. Path analyses revealed a direct association between ACEs and dropout, as well as indirect effects through poor reading achievement and elevated externalizing problems. ACEs were associated with elevated internalizing problems, which were negatively associated with dropout. However, ACEs were not associated with peer influences. Implications of the identified mechanisms in the ACEs and school dropout association for future preventive interventions are discussed.     

Graduation outcomes for truant students: An evaluation of a school-based,court-engaged community truancy board with case management

The present study evaluated school completion outcomes (i.e., graduation versus dropout) as they related to the implementation of a truancy reduction intervention. The intervention was characterized by the coupling of a school-based, court-engaged community truancy board and an approach to case management known as Check and Connect. The methodology involved comparing school outcomes of students with a history of truancy exposed to the intervention and a matched comparison group not exposed to the intervention. Preliminary analyses revealed the groups to be comparable with respect to characteristics of schools attended and individual demographic background and social risk factors. Results revealed higher graduation and GED attainment for children exposed to the intervention. Discussion focuses on the promise of programs that utilize school-court-community partnerships within a restorative justice/social support framework to respond to truancy.     

A randomized study of CrossFit Kids for fostering fitness and academic outcomes in middle school students

Within the context of school-based physical education (PE), a strength and conditioning program called CrossFit Kids (CFK) has emerged as a potential intervention for positively impacting students. The purpose of this study was to evaluate through a randomized-controlled trial how academic and health-related fitness outcomes differed for middle school students (age = 12.73; 55.3 % male) who participated in a school-based CFK program (n=72) as compared to a group of students who participated in PE class (n=72). Questionnaire data were collected twice across the 9-month academic year and combined with FitnessGram and grade data.Students in both the intervention and comparison groups increased in health-related fitness outcomes (all p values < .017), and there was a significant treatment group by time interaction on school-reported grades [F(1, 124) = 7.270, p = .008, η_P^2 = .055].Significant gender by time interaction effects were found for the relationship between CFK or PE participation and health-related fitness outcomes, but there were no significant interaction effects by gender on academic outcomes. Because developmental outcomes are conditional and result from the coaction of many factors, the findings suggest that some elements of CFK might be beneficial to build skills yet disadvantageous to academic outcomes.     

Emotional school engagement among minority youth: the relevance of cultural identity,perceived discrimination,and perceived support

ABSTRACT

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.     

RELIGIOUS INVOLVEMENT AND EDUCATIONAL OUTCOMES: The Role of Social Capital and Extracurricular Participation

Previous research has observed that religious participation is positively related to a wide variety of adolescent outcomes, including academic achievement, but relatively little is known about why this is the case. We focus on a group of related potential explanations for why religious involvement improves educational outcomes. We examine whether religious participation enhances academic outcomes among teens by the way in which it shapes their social ties, or social capital, focusing on both intergenerational relationships and on relationships with peers. We also examine the potential intervening role of extracurricular participation. Using structural equation models to analyze data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the potential role of social capital and extracurricular participation in mediating the relationship between religious participation and academic achievement, dropping out of high school, and attachment to school. We find that religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation. These intervening variables account for a small part of the influence of adolescent religious participation on the educational outcomes in this study.     

A multi-level analysis of school racial composition and ecological correlates of academic success

Current policy and practice interventions have failed to address disparities in academic success by race/ethnicity or socio-economic status. In addition, as policy interventions to prevent racially segregated schools have stalled, progress toward reducing these achievement gaps has also slowed. This exploratory study employs multi-level modeling to examine how risk and protective factors in students' schools, homes, peer groups, and neighborhoods relate to behavior and academic performance. We examine whether these relationships depend on the racial composition of the school and, in particular, the concentration of African American students in schools. The findings indicate that protective school, home, peer group, and neighborhood environments characterized by social support and safety are associated with positive academic outcomes and behavior. Students attending more segregated schools in which the majority of students are African American report worse behavioral and academic outcomes than students in other schools, even when controlling for other important dimensions of the school environment, school climate, school safety, and poverty. In addition, school racial composition shapes how key protective factors relate to grades.     

The impact of the positive action program on substance use,aggression, and psychological functioning: Is school climate a mechanism of change?

The social emotional learning (SEL) conceptual model posits that SEL programs lead to increased knowledge and skills, improved attitudes about self, others, and school, and supportive learning environments, which in turn improve student emotional, behavioral, and academic outcomes. Positive Action (PA) is an SEL program for elementary-, middle-, and high-school students. Extensive research documents the effectiveness of PA in decreasing adolescent risk factors and enhancing protective factors, however, minimal research has examined the mechanisms of change responsible for these effects. The current study examined whether PA was associated with SEL outcomes (i.e., alcohol use, aggression, depression, and anxiety) through school hassles (a proxy for school climate). The analytic sample consisted of 8333 ethnically/racially diverse, rural adolescents (51% female) in grades 6 through 12. Structural Equation Modeling was used to analyze the data. Engagement in PA was significantly associated with decreased school hassles, indicating an improvement in school climate. Subsequently, decreases in school hassles were significantly associated with decreased alcohol use, aggression, depression, and anxiety. Thus, there was an indirect effect between PA, decreased school hassles, and improved adolescent outcomes. Implications were discussed.     

Research Note—A Pilot Cyber Counseling Course in a Graduate Social Work Program

Cyber counseling is a new and growing medium for offering mental health services to children and youth. However, there is a lack of identification of the core competencies required to provide effective online counseling. A school of social work, in partnership with a national service agency providing online counseling to children and youth, developed and offered a 13-week course to participating MSW social work students and agency staff. The development of online counseling competencies was assessed through individual interviews with participants and a content analysis of online posts. Participants scored well in areas of assessment and intervention. Challenges were identified in relationship building within an online environment.     

Latina Students

SUMMARY

Latina students have the highest high school dropout rate of all racial and ethnic groups. This article has three objectives: provide a brief overview of educational trends for Latina students, discuss factors associated with their educational trajectory and suggest strategies for change based on best practice wisdom. Results show that academic disparities between Latina students and other racial/ethnic female students begin as early as kindergarten and remain through age 17; achievement is compromised by a variety of factors, including family responsibilities, family poverty, lack of participation in preschool, attendance at poor quality elementary and high schools, placement into lower-track classes, poor self-image, limited neighborhood resources, lack of presence of role models and gender role attitudes. These disparities contribute to psychosocial issues and are not directly associated with Latino cultural assets, as Latino cultural capital has not been easily translated into social capital in U.S. society. Economic and social change must precede educational change if academic disparities between Latinas and other racial and ethnic girls are to be decreased.     

Urban community as resource: Evaluation of the mentors in Toledo schools program

We report findings from an evaluation of the Mentors in Toledo Schools program (MITS), which pairs adult community volunteers with elementary school students in need of reading support. Begun in 2012, MITS now operates in five elementary schools in Toledo Public Schools. A quasi-experimental study of 379 students (n = 128 mentored, n = 251 comparison) tested the effectiveness of MITS, using changes (fall to spring) in students’ scores on STAR Reading. Multilevel models demonstrate students who participated in MITS made statistically significant, and educationally meaningful, reading gains compared to students who did not participate. Further, an investigation of the importance of dosage revealed that number of mentoring sessions is related to students’ outcomes; students who participated in reading mentoring at least once per week showed the most educationally meaningful improvements. We also report qualitative feedback from adult program participants, including teachers, mentors, and site coordinators, to help contextualize the STAR Reading results. These findings speak to the opportunity for community volunteers to act as low-cost and effective supports for urban elementary school students who are at-risk for reading failure.     

The Role of Caring in the Teacher-Student Relationship for At-Risk Students

This study uses information from both teachers and students to explore how the perceptions of each other's investment in the relationship affects the productivity of the relationship. Using the National Longitudinal Study of 1988 (NELS), I analyze the conditions and academic consequences of students'investment in the relationship with teachers and school. I find that teachers'perceptions that the student puts forth academic effort and students'perceptions that teachers are caring are each weakly associated with mathematics achievement for most students. For students who are judged by their teachers as at risk of dropping out of high school, however, the value for math achievement of having teachers who care is substantial and mitigates against the negative effect of having been judged as at risk. The results suggest that social capital, as defined by a relationship that facilitates action, is especially high for at-risk students who feel their teachers are interested, expect them to succeed, listen to them, praise their effort, and care.     

An Assertiveness Training Program for Indecisive Students Attending an Italian University

Indecisive students often present with social skills problems, which may make academic and vocational decision‐making tasks difficult and complex for them. Moreover, choices regarding one's future require the ability to gather information, to search for help and support, to stave off intrusiveness and pressures, and to communicate one's decisions. Social competencies, particularly, play a significant role in vocational guidance activities. This article presents a training program devised to augment assertive competencies in indecisive students choosing a university course of study. Intended aims and the analyses to assess the efficacy of the intervention through self‐evaluation and role‐play assessment are described.