Engaging evaluation champions: strategies to build evaluation capacity and promote data-informed decision making in youth development.

Youth development researchers and practitioners share an interest in ensuring that youth development programs contribute positively to youth outcomes. Engaging in evaluation and data-informed decision making (DIDM) has the potential to empower practitioners to improve and adapt programs, improving youth outcomes. Yet, not all practitioners are comfortable engaging in evaluation and/or DIDM. Engaging in partnerships and utilizing internal supporters of evaluations (or "champions") have been identified as potential strategies to build evaluation capacity and strengthen DIDM within an organization. However, little research explores how to do so. This study engaged evaluation champions in four states to examine their experience as they partnered with practitioners within their organization. Results suggest that peer groups can be utilized to promote evaluation capacity, especially by utilizing peers that already have an interest in evaluation. Practitioner engagement can also be developed by using less academic jargon in communication, highlighting the practical value of evaluation, and building capacity slowly.

Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters.

Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well-being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15-month follow-up. A classification and regression decision tree approach was used to predict residualized change in psychological well-being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well-being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well-being.

A multi-dimensional measure of pro-environmental behavior for use across populations with varying levels of environmental involvement in the United States.

Researchers continue to explore ways to understand and promote pro-environmental behavior (PEB) amongst various populations. Despite this shared goal, much debate exists on the operationalization and the dimensionality of PEB and how it is measured. This piecemeal approach to measurement has limited the ability to draw conclusions across studies. We address limitations associated with previous measures of PEB by developing a multi-dimensional scale that is validated across both a general population of individuals residing in the United States as well as a group of individuals associated with a pro-environmental organization. Exploratory and confirmatory factor analyses and reliability estimation were conducted for the developed measure across these two populations. Measurement invariance testing was also utilized to assess the psychometric stability of the scale across the two groups. Results indicated an 11 item scale was best fitting with two sub-scales: private and public behaviors. Implications for research and practice are discussed.

"Pick your team wisely": A case study of a long-standing research-practice partnership.

Research-practice partnerships (RPP) provide opportunities to connect researchers, practitioners, and/or community development professionals in meaningful ways, thereby improving the quality of research, evaluation, and practice in communities. Yet, there is still much to learn about how successful partnerships between researchers and practitioners develop. Historically, research on this topic has emphasized challenges that prevent RPP from developing to their highest potential, with limited information available on ways to promote RPP and how to ensure RPP are mutually beneficial for participants. However, research on partnerships more generally, such as multisector partnerships, can contribute meaningfully to the RPP field. We present an in-depth case study on a successful, long-term partnership. In this study, we pull from the broader partnership literature to explore contexts that are likely to promote partnerships, as well as the activities that can strengthen RPP. Findings focus on addressing ways to promote RPP and highlight the importance of preexisting factors, such as a culture that values both researcher and practitioner expertise, history, and chemistry between partners. Additionally, non-professional space and time, productive disagreements, clear but evolving roles, and shared power were found to strengthen collaboration within the partnership. Specific advice for anyone considering joining an RPP is also discussed.

Broadening the perspective on youth's systems of support: An ecological examination of supportive peer and adult relationships during adolescence.

This study applies the theory of positive youth development (Lerner et al., 2010) and the youth systems framework (Varga & Zaff, 2018) to the examination of supportive peer and adult relationships across multiple contexts in which youth develop. Results of egocentric social network analysis indicated that high school-aged youth nominated significantly more adults than middle school-aged youth. Peers and adults both acted as important sources of support, although often the types of support they offer differ. Outdegree centrality of peers was a significant predictor of character. The size of a participant's youth system, measured as the number of contexts accessed, along with average closeness in adult relationships, was a significant predictor of contribution. Thematic analysis of interview data identified four themes, aligned with the five actions of developmental relationships, as contributing factors to youth-adult closeness and youth perceptions of support (Pekel et al., 2018). Implications for youth-adult relationships are discussed.

Quality is Critical for Meaningful Synthesis of Afterschool Program Effects: A Systematic Review and Meta-analysis.

Afterschool programs are designed to promote academic achievement and youth development as well as mitigate risk for students who attend. Systematic reviews have reported that afterschool programs are associated with increased academic proficiency, school bonding, prosocial behavior, and decreased problem behavior. However, the majority of meta-analyses that report on these outcomes limit their samples to only rigorously conducted studies, which is not representative of the larger literature base. This systematic review and meta-analysis is designed to extend the literature by meta-analyzing a comprehensive sample of studies and examine the impact of study quality on meta-analytical results. A comprehensive literature and effect size extraction process search yielded 130 effect sizes from 30 studies that examined the effects of afterschool programs on secondary students' academic achievement and social / behavioral development. The majority of studies were unpublished reports, and study quality in the sample represented a high risk of bias. The results confirm the hypothesis that the inclusion of lower quality studies significantly impacts overall outcomes in comparison to prior meta-analyses that have limited samples. As such, it is imperative that researchers and practitioners increase the rigor of study design across individual program evaluations so that fewer reports will be excluded. This will improve future meta-analytic outcomes by ensuring a more representative sample of the literature base. Only through improved rigor of study design will a more clear understanding of program impacts on secondary students be possible.

"It's like all of his attention is on you": A mixed methods examination of attachment, supportive nonparental youth-adult relationships, and self-esteem during adolescence.

The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth-adult relationships, and self-esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self-esteem. In our follow-up mixed methods analysis, we analyzed youth reflections of support experienced in relationships with significant non-parental adults (VIPs). As compared to youth with positive attachment models, youth with negative attachment models reported fewer instances of emotional support but more instances of validation support. The youth with negative attachment models described (1) the importance of trust and (2) receiving emotional support specific to their needs. In instances of validation support, these youth described how their VIPs (1) provided them with honest and realistic feedback, (2) challenged their negative thinking and (3) created opportunities for them to recognize and showcase their strengths. Our findings underscore the importance of considering youths' individual attributes in the context of their ongoing relationships in order to gain a more nuanced understanding of the role and dynamics of supportive nonparental youth-adult relationships in youths' lives.