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Citeable URL: http://ir.library.oregonstate.edu/concern/articles/5h73px86z

This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at:  http://www.tandfonline.com/doi/abs/10.1080/10888691.2015.1039123

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Creator	DuBois, David L. Day, Joseph Silverthorn, Naida Ji, Peter Acock, Alan Flay, Brian R. Vuchinich, Samuel Bavarian, Niloofar Lewis, Kendra M.
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.
Resource Type	Article
DOI	10.1080/10888691.2015.1039123
Date Available	2016-08-02T23:44:23+00:00
Date Issued	2016-01-02
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
Series	Applied Developmental Science Vol. 20 no. 1
Keyword	longitudinal positive youth development social-emotional and character development adolescence
Rights Statement	Copyright Not Evaluated
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.
Publisher	Taylor & Francis
Peer Reviewed	Yes
Language	English [eng]
Replaces	http://hdl.handle.net/1957/59630
Additional Information	description.provenance : Submitted by Deanne Bruner (deanne.bruner@oregonstate.edu) on 2016-08-02T23:43:35Z No. of bitstreams: 1 LewisEffectsPositiveActionProgramOnIndicatorsPositiveYouthDevelopment.pdf: 477921 bytes, checksum: 89fa68dd09c8f97149813173f8bb817f (MD5) description.provenance : Approved for entry into archive by Deanne Bruner(deanne.bruner@oregonstate.edu) on 2016-08-02T23:44:23Z (GMT) No. of bitstreams: 1 LewisEffectsPositiveActionProgramOnIndicatorsPositiveYouthDevelopment.pdf: 477921 bytes, checksum: 89fa68dd09c8f97149813173f8bb817f (MD5) description.provenance : Made available in DSpace on 2016-08-02T23:44:23Z (GMT). No. of bitstreams: 1 LewisEffectsPositiveActionProgramOnIndicatorsPositiveYouthDevelopment.pdf: 477921 bytes, checksum: 89fa68dd09c8f97149813173f8bb817f (MD5) Previous issue date: 2016-01-02

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