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- 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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- 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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- This project was funded by grants from the Institute of Education Sciences (IES),US Department of Education: R305L030072, R305L030004 and R305A080253 to theUniversity of Illinois, Chicago (2003-05) and Oregon State University (2005-12). The initialphase (R305L030072), a component of the Social and Character Development (SACD) ResearchConsortium, was a collaboration among IES, the Centers for Disease Control and Prevention’s(CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), andawardees of SACD cooperative agreements (Children’s Institute, New York University, OregonState University, University at Buffalo-SUNY, University of Maryland, University of NorthCarolina-Chapel Hill, and Vanderbilt University). Preparation of this manuscript was supportedin part by NIAAAT32 AA014125.
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Previous issue date: 2016-01-02
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