What Keeps Kids Coming Back? Retention in a Sport-Based Positive Youth Development Program.

Research finds engagement in sport-based positive youth development (PYD) programs contribute to key outcomes related to physical, social, emotional, cognitive, and mental health. Consistent, long-term participation ensures youth, especially those who are socially vulnerable, reap the most benefits. Even when common barriers are removed, retention remains a challenge. Using mixed methods, this study explored factors related to long-term retention among youth from socially vulnerable circumstances attending one sport-based PYD program. Factors related to youth participation in the previous year's program, as well as general youth demographics, were examined using difference tests and binomial logistic regression to explore retention among 124 of the 384 youth who returned to the program the following year. Results of the regression analyses showed the full model (with all predictors included), vs. an intercept-only model, was statistically significant, χ2 (11, N = 235) = 23.38, p = 0.02. The model correctly classified 88.2% of the non-returners and 28.0% of the returners for an overall correct classification rate of 67.2%. Better fitness levels, higher perceived social responsibility (an outcome targeted in the program), and some demographic variables (such as lower poverty rates and younger age) were associated with a greater probability of returning, although effect sizes were small. Additionally, interviews were conducted with 18 parent/caregivers of returning youth and 18 match comparison parent/caregivers of non-returning youth. Qualitative analyses revealed few differences in previous year's program experiences between returners and non-returners, as well as similarities in reported benefits from involvement. Both sets of parent/caregivers cited positive experiences overall, and particular benefits related to meeting new people and learning new sports. Parents/caregivers of non-returners, however, noted the value of physical literacy components of the program more so than their counterparts. Social interactions, both positive and negative, seem to have particular relevance for retention. Findings overall, however, demonstrate challenges with predicting retention and fostering long-term engagement among youth from socially vulnerable circumstances in programming.

Addressing infant mortality through positive youth development opportunities for adolescent girls.

Adolescent girls experience risks prior to pregnancy and giving birth that influence their overall health, and development, as well as community rates of infant mortality. Supporting adolescent girls through positive youth development (PYD) opportunities offers a potential long-term strategy to preventing infant mortality and improving maternal health outcomes. The current study sought to assess state-wide needs, resources and opportunities related to PYD supports for adolescent girls, especially among those most at risk for early pregnancy. A strengths, weaknesses, opportunities and threats (SWOT) analysis guided nine community forums in counties with the highest rates of infant mortality in one large Midwestern state. In total, 368 stakeholders attended the forums and provided insights related to the context of PYD for adolescent girls. Researchers also conducted three focus group with 19 parents/guardians and three focus groups with 25 adolescent girls aged 11-14 to validate the findings from the SWOT analysis. Content analysis was utilised to synthesise the qualitative results. Strengths and opportunities related to PYD for adolescent girls included access to afterschool programming and access to health and mental health services. Weaknesses brought awareness to more systemic problems as all nine counties reported a lack of communication and coordination among youth programs and a need for greater collaboration among youth agencies. Threats included challenges associated with technology and social media, unsafe neighbourhood conditions, and issues of racism, sexism, poverty and discrimination. Findings support the need for a continued focus and priority on improving access, services and supports for adolescent girls to prevent infant mortality and improve their health and well-being. Local, state and national leaders can use the results of this study to promote additional strategies for addressing infant mortality through PYD for adolescent girls.

Fiscal mapping autism spectrum disorder funds: a case study of Ohio.

Individuals with autism spectrum disorders (ASDs) have complex needs requiring regular service utilization. Policymakers, administrators, and community leaders are looking for ways to finance ASD services and systems. Understanding the fiscal resources that support ASD services is essential. This article uses fiscal mapping to explore ASD funding streams in Ohio. Fiscal mapping steps are overviewed to assist ASD stakeholders in identifying and examining ASD-related funding. Implications are drawn related to how fiscal mapping could be used to identify and leverage funding for ASD services. The resulting information is critical to utilizing existing resources, advocating for resources, and leveraging available funds.

Exploring the impact of a summer sport-based youth development program.

The purpose of this study was to examine the benefits of youth participation in a sport-based youth development summer program, the National Youth Sport Program (NYSP). This study also identified areas of programmatic strength within the program, as well as areas for improvement. 193 participants in NYSP completed a pre- and post-test that assessed belonging, social competence, athletic competence, and competence related to eight specific sports. Significant improvements in perceptions of overall athletic competence and competence related to five specific sports were found. Although perceptions of social competence and belonging increased from pre-to-post test, findings were not statistically significant. Site observations resulted in the identification of strengths and areas that also inform areas for programmatic improvement. Implications for the design, implementation, and evaluation of sport-based youth development programs are discussed.

Measuring interprofessional team collaboration in expanded school mental health: Model refinement and scale development.

Expanded school mental health (ESMH) utilizes interprofessional collaboration to implement learning support and mental health promotion strategies in schools. This study reports on the early development and initial psychometric examination of a new scale, the Index of Interprofessional Team Collaboration for Expanded School Mental Health (IITC-ESMH), for measuring the functioning of interprofessional teams. Exploratory factor analysis results, using data collected from 436 members of interprofessional teams in schools, yielded a 26-item scale with a four-factor model (a) Reflection on Process, (b) Professional Flexibility, (c) Newly Created Professional Activities, and (d) Role Interdependence. Cronbach's alphas for the four factors were .91, .91, .84, and .80 respectively. The findings from this study provide evidence to support the IITC-ESMH as a reliable instrument for measuring interprofessional collaboration.

Everybody else is: Networks, power laws and peer contagion in the aggressive recess behavior of elementary school boys.

This paper develops a simple random network model of peer contagion in aggressive behavior among inner-city elementary school boys during recess periods. The model predicts a distribution of aggressive behaviors per recess period with a power law tail beginning at two aggressive behaviors and having a slope of approximately -1.5. Comparison of these values with values derived from observations of aggressive behaviors during recess at an inner-city elementary school provides empirical support for the model. These results suggest that fluctuations in aggressive behaviors during recess arise from the interactions between students, rather than from variations in the behavior of individual students. The results therefore support those interventions that aim to change the pattern of interaction between students.

Mutual support groups for long-term recipients of TANF.

This study examined the effect of involvement in mutual support groups on long-term recipients of Temporary Assistance for Needy Families (TANF) and other vulnerable individuals. From qualitative interviews with nine group members, the study identified key themes, benefits, and barriers related to involvement in the groups. Content analysis of the data revealed insights about characteristics of effective self-help and mutual support groups, which social workers and other professionals can use to develop effective support groups in the future. Participants discussed benefits for themselves and their families, such as enhanced parenting and social skills, increased knowledge, and enhanced self-esteem.

An evaluation of child welfare design teams in four states.

Empowerment-oriented design teams were structured in four states to promote collaborative practices among professionals and former clients. These teams were structured to serve as both learning and training systems, and they identified competencies for collaborative practices. Because these design teams represent a new learning and improvement system for child welfare and related service systems, and because these systems need more effective approaches to learning, training, and improvement, outcomes-oriented evaluations are imperative. The outcomes evaluation reported here relied on two evaluation strategies. First, 48 design team members completed follow-up surveys; these surveys explored individuals' perceptions of their design team involvement. Second, 22 design team members were interviewed directly; they were asked questions about the benefits and accomplishments resulting from their design team experience. These data from both evaluation strategies indicate that design teams promoted family-centered practice and interprofessional collaboration; enhanced service delivery and an understanding of co-occurring needs; and fostered personal growth and self-awareness among participants. These commonalties and similarities were surprising and interesting because design teams in the four states proceeded differently. These findings are discussed in relation to emergent theory on collaborative learning processes and products.