July 30, 2015 1MCEC NTSRichard M. Lerner , et al.

Richard M. Lerner, Rachel M. Hershberg, Jun Wang, et al.

Promoting Character Through BSA Cub Scout Programs:  The Sample Case of the Cradle of Liberty Council

“Character and Merit Project” (CAMP)

July 30, 2015 2MCEC NTSRichard M. Lerner , et al.

Acknowledgements

July 30, 2015 3MCEC NTSRichard M. Lerner , et al.

IARYD Research TeamBrian M. Burkhard, M.S.

Robey B. Champine, M.S., M.P.H.

Paul A. Chase, Ph.D.

Kaitlin A. Ferris, Ph.D.

Rachel M. Hershberg, Ph.D.

Lacey J. Hilliard, Ph.D.

Richard M. Lerner, Ph.D. (Principal Investigator)

Caroline Stack, B.A.

Jun Wang, Ph.D.

Daniel J. A. Warren, M.A.

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Research Aims of CAMP• Do BSA programs promote character development among participating youth?

• If so, how do BSA programs promote such character development?

July 30, 2015 5MCEC NTSRichard M. Lerner , et al.

Study Design Measured multiple groups five times

between 2012 and 2014 Quantitative and qualitative methods

were used Used the structure of BSA for initial data

collection:

Council Adult Leaders Scouts

July 30, 2015 6MCEC NTSRichard M. Lerner , et al.

Participating Districts

ContinentalGeneral Nash

LafayetteBaden-Powell Washington

Roosevelt

ScoutReach

TriuneConestogaMinquas

Constellation

Northern

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CAMP Participants with Quantitative Data.

Total Youth in Study: 2650• Total BSA Youth: 1787

• Non-ScoutReach: 1524

• ScoutReach: 263

• Total Comparison Group Youth:

863

July 30, 2015 8MCEC NTSRichard M. Lerner , et al.

We Developed a NEW Measure of Character

The Assessment of Character in Children and Early Adolescents (ACCEA).

ACCEA works well with Scouts, non-Scout boys, and non-Scout girls. Also works well with ethnic minority youth from low-income communities (for example, ScoutReach participants)

July 30, 2015 9MCEC NTSRichard M. Lerner , et al.

The ACCEA Measure of CharacterAttributes Definitions/Sample Items

Obedience

Participants’ self-reported levels of positive conduct or behavior (emphasizing behaving in accordance with rules for conduct).

“I act the way I am supposed to.”

ReverenceParticipants’ religious activities.“I like to read or listen to stories from my religion.”

CheerfulnessHow often participants experienced positive feelings.“I am happy.”

KindnessA participant’s quality of being friendly, generous, and considerate to others.“When my friends are upset, I try to make them feel better.”

ThriftinessParticipants’ effective use of goods and services, and restraint in acquiring them, to achieve longer-term goals.“I save my money for something special.”

Hopeful Future Expectation

Participants’ possession of a positive outlook about their life in the future. “I will have a happy family.”

TrustworthinessA participant’s perception of whether others believe they can place their trust in him or her. “I can be counted on to tell the truth.”

HelpfulnessParticipants’ ability to provide assistance or to be useful.“I help people in my family.”

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DID BSA PROGRAM PARTICIPATION PROMOTE

CHARACTER DEVELOPMENT ACROSS THE FIVE TIMES OF

DATA COLLECTION?

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Time 1: No difference between Scouts and non-Scouts.

Time 5: Scouts reported significant increases in cheerfulness, helpfulness, kindness, obedience, trustworthiness, and hopeful future expectations.

BUT Non-Scout boys reported no significant increases

in any of the character attributes.

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What values do Scouts and non-Scouts consider as the

most important?

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Scouts are significantly more likely than non-Scouts to embrace other-oriented values, including helping others, and doing the right thing.

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How Does BSA Program Participation Promote

Character Development?

• Intensity• Duration• Engagement

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Intensity High Intensity = “Almost Always”

Participates

“Exemplar Scouts” (54%): “Almost always” participated in weekly meetings and weekend activities

“Non-Exemplar Scouts” (46%): “Sometimes” or “rarely” participated in weekly meetings and weekend activities

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Time 1: No significant differences in character attributes between Exemplar and Non-Exemplar Scouts.

Time 4: Exemplar Scouts were significantly higher in kindness, thriftiness, trustworthiness, helpfulness, hopeful future expectation, academic competence, intentional self-regulation, and connection to nature.

Intensity and Character Development

July 30, 2015 17MCEC NTSRichard M. Lerner , et al.

The number of months each participant had been involved in Scouting when data were collected.

Duration represents persistent involvement in a YD program over time.

Duration

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Scouts who have remained in the program longer reported having higher levels of trustworthiness, school competence, intentional self-regulation, and hopeful future expectation.

Duration and Character Development

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Youth interest, enjoyment, and commitment to the program.

• Individual engagement

• Pack-level engagement

Engagement

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Individual-level engagement was significantly associated with cheerfulness, hopeful future expectation, helpfulness, kindness, and intentional self-regulation.

Pack-level engagement enhanced the effects of individual engagement on character development, especially for highly engaged youth.

Engagement and Character Development

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Program Participation and the Character Development of

ScoutsIntensity

Duration

Engagement

Character development

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Findings about ScoutReach Youth

• Higher levels of engagement associated with higher religious reverence, cheerfulness, intentional self-regulation, kindness, thriftiness, hopeful future expectation, trustworthiness, and helpfulness.

 

July 30, 2015 23MCEC NTSRichard M. Lerner , et al.

Conclusions and Next Steps

Scouting positively impacts youth character development, particularly for Scouts with longer duration, greater intensity, and higher engagement in the program.

We need to “dig deeper” into the ways in which BSA programs promote character among ScoutReach youth.

July 30, 2015 24MCEC NTSRichard M. Lerner , et al.

THANK YOU !