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| Abstract or Summary |
- This study evaluated effects of Positive Action, a school-based social-emotional and character
development (SECD) intervention, on indicators of positive youth development (PYD) among a
sample of low-income, ethnic minority youth attending 14 urban schools. The study used a
matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report
protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations,
ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the
intervention, with drop-outs and late entrants included in analyses. Growth curve analyses
revealed evidence of favorable program effects on each of the four types of resources. The study
contributes to PYD research by providing evidence for school-based interventions in low-income,
urban contexts for ethnic minority youth.
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| Citation |
- Lewis, K. M., Vuchinich, S., Ji, P., DuBois, D. L., Acock, A., Bavarian, N., ... & Flay, B. R. (2016). Effects of the positive action program on indicators of positive youth development among urban youth. Applied Developmental Science, 20(1), 16-28. doi:10.1080/10888691.2015.1039123
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| Rights Statement |
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| Funding Statement (additional comments about funding) |
- This project was funded by grants from the Institute of Education Sciences (IES),
US Department of Education: R305L030072, R305L030004 and R305A080253 to the
University of Illinois, Chicago (2003-05) and Oregon State University (2005-12). The initial
phase (R305L030072), a component of the Social and Character Development (SACD) Research
Consortium, was a collaboration among IES, the Centers for Disease Control and Prevention’s
(CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), and
awardees of SACD cooperative agreements (Children’s Institute, New York University, Oregon
State University, University at Buffalo-SUNY, University of Maryland, University of North
Carolina-Chapel Hill, and Vanderbilt University). Preparation of this manuscript was supported
in part by NIAAAT32 AA014125.
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| Additional Information |
- description.provenance : Submitted by Deanne Bruner (deanne.bruner@oregonstate.edu) on 2016-08-02T23:43:35Z
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Previous issue date: 2016-01-02
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