Exploring the effects of a youth enrichment program on academic motivation and engagement

This study explores the effects of a youth enrichment program on academic motivation and engagement. Fifty-three students aged 14–16 years participated in the Rotary Youth Program of Enrichment (RYPEN). Embedded within the program were workshops revolving around the Student Motivation and Engagement Wheel [Martin (2003a). How to motivate your child for school and beyond. Sydney: Bantam] and strategies aimed at enhancing students’ academic motivation and engagement. Motivation was measured using the Student Motivation and Engagement Scale [Martin (2001). Australian Journal of Guidance and Counselling 11, 1–20; Martin (2003b) Australian Journal of Education, 14, 34–49] at the outset of the program, towards the end of the program, and again 6–8 weeks later. Data showed that there were gains on key facets of students’ motivation by the end of the program – gains that were sustained 6–8 weeks later. These gains were demonstrated by boys and girls. Moreover, when compared to a larger weighted sample (2769 high school students), by Time 2 and also by Time 3, significant declines in motivation had been reversed and any pre-existing advantages or parallel strengths of the RYPEN sample over the weighted sample were maintained. Five facets of the program proposed to have contributed to its effectiveness are: the optimistic expectations held by adults, the program’s focus on mastery, the climate of cooperation and the ensuing sense of belonging, the positive relationships that developed amongst students and between students and adults, and embedding school-related elements within a broader enrichment program. Each of these is discussed.     

The Coincidence of Depression and High Ability in Delinquent Youth

We describe the incidence and coincidence of depression and high ability in a sample of Virginia's incarcerated delinquent youth population. Specifically, 207 incarcerated juveniles were assessed with the Raven's Advanced Progressive Matrices and the Children's Depression Inventory (CDI). The data indicated there were as many high ability juveniles in detention settings as would be expected in a regular population. Results from the CDI identified 37% as at risk for clinical depression. Cross-tabulation of the data indicated a significant relationship between high ability and depression in the delinquent population. In addition, the findings indicated that the presence of depression is related to the ability level of the juvenile. That high ability delinquents may be more vulnerable to depression argues that the coincidence of these conditions requires consideration. Based upon these findings, and given the high correlation suicide has with depression, we suggest that screening for depression should be mandatory for incarcerated delinquents.     

TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM

The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.     

National leadership for children and youth with serious emotional disturbance: Progress and prospects

Despite the federal mandate to identify and provide appropriate educational and related services to children and youth with serious emotional disturbance (SED), the national profile portrays exceptionally low rates of identification; unacceptably low rates of school completion; high rates of placement in segregated environments; evidence that economic and demographic factors substantially affect identification, placement, and school completion; and a mixed, although mostly discouraging picture of outcomes after leaving the educational system. Recent national leadership, comprised of strategic planning, research, and demonstration initiatives has attained considerable momentum and is intended to improve outcomes for children with SED. Significant changes are anticipated as a result of the upcoming reauthorization of the statute governing special education and related services. These changes reflect a 20 year perspective regarding the benefits and shortcomings of current eligibility criteria and discretionary initiatives for improving outcomes for children with disabilities. The manner in which these changes may affect prospects for better serving children with SED is discussed.     

Self-Efficacy and Job-Seeking Activities in Unemployed Ethnic Youth

Abstract

The authors examined variables predicting the self-efficacy and the job-seeking activities of 103 unemployed ethnic youth from diverse cultural backgrounds. Whereas self-esteem and acceptance by the host culture were significant predictors of self-efficacy, the major predictors of job seeking were (a) the extent to which the ethnic youth felt accepted by members of the dominant culture and (b) the difference between their cultural backgrounds and the dominant host culture. Implications of these findings for enhancing the employment of ethnic youth are discussed.     

Differential Associations Between Psychopathy Dimensions,Types of Aggression,and Response Inhibition

Findings on executive functioning in psychopathy are inconsistent. Different associations between psychopathy dimensions and executive functioning might explain contradicting findings. This study examined the role of psychopathy dimensions and types of aggression in response inhibition among 117 male adolescents (53 antisocial delinquents and 64 controls). Participants completed a self‐report measure of aggression and a GoNoGo task. Psychopathy dimensions were assessed using the Psychopathy Checklist: Youth Version. Although high scores on the antisocial dimension and reactive aggression were associated with poor response inhibition, the affective–interpersonal dimension, proactive aggression, and verbal intelligence (IQ) were related to better response inhibition (two‐factor model). Associations with the affective–interpersonal dimensions did not reach significance. Exploratory analyses showed that affective and antisocial facets accounted for the obtained opposing associations of the affective–interpersonal and antisocial psychopathy dimensions with response inhibition. The interpersonal and lifestyle facets (four‐facet model) were unrelated to response inhibition. Results could not be explained by Attention Deficit Hyperactivity Disorder (ADHD). Findings suggest differential associations between the psychopathy dimensions, types of aggression, and response inhibition. Therefore, a dimensional approach to psychopathy and related concepts, such as aggression, might strongly improve diagnostic procedures. Global scores could mask important differential associations. Aggr. Behav. 38:77‐88, 2012. © 2011 Wiley Periodicals, Inc.     

Psychometric properties of the youth experience survey with young athletes

Objectives

The topic of positive youth development through sport has received much research attention in recent years. However, a specific tool that measures this construct has yet to be fully developed. The purpose of this study was to test the factor structure of the Youth Experience Survey 2.0 (YES; Hansen & Larson, 2005) in a sample of youth sport participants; an instrument that was originally developed to assess experiences across any type of structured activity.

Design/methods

A total of 637 athletes aged 9-19 years completed the YES. A confirmatory factor analysis was conducted to fit the data to the model. The confirmatory factor analysis did not provide strong support for the models tested that resulted in a re-examination of the data using exploratory analyses. This analysis was preceded by a parallel analysis to determine the number of factors to retain.

Results

Results of exploratory analyses created a modified version of the YES that measures 5 dimensions of youth development (personal and social skills, initiative, goal setting, cognitive skills, and negative experiences). The revised version of the scale, which contains 37 items, was renamed the Youth Experience Survey for Sport (YES-S).

Conclusions

The YES-S is proposed as an instrument capable of measuring positive and negative developmental experiences occurring in the youth sport domain.     

Career guidance and therapeutic counselling: sharing ‘what works’ in practice with young people

Many young people in the UK and across the world, where austerity measures are biting deep, find themselves at a time of crisis and uncertainty in their lives. The assumptions previously held of clear and straightforward career paths are being challenged and ‘career’ has come to mean more than simply ‘work’ or ‘employment’. This has implications for career practice, where career advisers are engaging with a range of complex issues in their guidance interactions with clients. This article draws on research undertaken with therapeutic counsellors into ‘what works’ when counselling young people. It offers career practitioners the opportunity to reflect on four key emerging themes and to consider how the discipline of therapeutic counselling might inform guidance practice.     

Implementation of the Wolverine Mental Health Program,Part 1: Adoption Phase

Residential treatment facilities (RTFs) are a first-line treatment option for juvenile justice-involved youth. However, RTFs rarely offer evidence-based interventions for youth with internalizing or externalizing mental health problems. Wolverine Human Services (WHS) is one of the first RTFs in the nation to implement cognitive-behavioral therapy (CBT) to enhance mental health care for their youth. This study outlines the preimplementation phase of a 5-year collaborative CBT implementation effort among WHS, the Beck Institute, and an implementation science research team. The preimplementation phase included a needs assessment across two sites of WHS to identify and prioritize barriers to CBT implementation. Of the 76 unique barriers, 23 were prioritized as important and feasible to address. Implementation teams, consisting of clinician and staff champions and opinion leaders, worked across 8 months to deploy 10 strategies from a collaboratively designed blueprint. Upon reevaluation of the needs assessment domains, all prioritized barriers to CBT implementation were removed and WHS’s readiness for CBT implementation was enhanced. This study serves as a model of a preimplementation process that can be employed to enhance the potential for successful evidence-based practice implementation in youth RTFs.