Serving Higher Risk Populations

Using Data to Inform Support and Services for Higher Risk Youth

January 30, 20159:45-11:15 a.m.

Introductions

Dr. Claus TjadenMartinez Tjaden, LLP

Dr. Shivohn GarciaBig Brothers Big Sisters of America

Kristin RomensBig Brothers Big Sisters of America

This session will use the foundation of Positive Youth Development and Prevention Science to lead a conversation in identifying risks in youth and using that data to specialize mentoring services for them

Objective

- Identifying the need: why is risk important?

- PERL methods for understanding risk

- Using risk data in practice: a case study

Agenda

The need

Can one size fit all?

- Mentoring as a customizable treatment

- Targeting outcomes -> achieving greater impact

I thought we were being positive – why talk about

risk?

- Risk is not generic

Positive youth development [vs.?]

prevention science

Mentoring approaches

Address

risk

Build assets

Address

risk

Address

risk

Build assets

Build

assets

Build assets

Address risk and build assets to

have the greatest impact

- Youth Development Institute

The main focus of youth work is to promote the development of all young people while recognizing that individual youth experience the world differently; development is the most effective strategy for preventing problem behaviors.

Universal Prevention

Positive youth development

6 C’s – a PYD framework

- Thrive Foundation for Youth

External AssetsSupport1. Family support2. Positive family communication3. Other adult relationships4. Caring neighborhood5. Caring school climate6. Parent involvement in schoolingEmpowerment7. Community values youth8. Youth as resources9. Service to others10. SafetyBoundaries & Expectations11. Family boundaries12. School Boundaries13. Neighborhood boundaries14. Adult role models15. Positive peer influence16. High expectationsConstructive Use of Time17. Creative activities18. Youth programs19. Religious community20. Time at home

Internal AssetsCommitment to Learning21. Achievement Motivation22. School Engagement23. Homework24. Bonding to school25. Reading for PleasurePositive Values26. Caring27. Equality and social justice28. Integrity29. Honesty30. Responsibility31. RestraintSocial Competencies32. Planning and decision making33. Interpersonal Competence34. Cultural Competence35. Resistance skills36. Peaceful conflict resolutionPositive Identity37. Personal power38. Self-esteem39. Sense of purpose40. Positive view of personal future

40 developmental assets

- Search Institute

1. Lack of resources – can’t provide services to every child.

2. Cost effectiveness – many children have alternative means of getting their needs met.

3. Program effectiveness – not every child is made resilient.

4. Outcomes – restricted opportunity for positive outcomes.

Barriers to universal prevention

0

20

40

60

80

100

Average Percent of Resilient Children:NOT Presenting At-Risk Behaviors

Program A Program B

Selective Prevention

Potential for positive outcomes

• Predictive value: Is this youth at risk of [ ]?

• Service planning: If a child has unaddressed needs, can these become barriers to growth?

Importance of risk

The ResearchSimilar risks impact multiple adverse behaviors:

• Delinquent (anti-social) peer group

• School problems

• Substance abuse

• Anti-social values

• Problems with anger, impulsivity

• Inadequate parent involvement /discipline

Critical risk areas

Universal

Selective

Indicated

Levels of prevention

- Identifying the need: why is risk important?

- PERL methods for understanding risk

- Using risk data in practice: a case study

Agenda

The building blocks of Component

Details Why ?

Risk Prediction Risk of negative BBBS desired outcomes;eligibility determinationannual parent survey

Better outcomes for higher risk kids

Risk and Needs Annual parent survey Unaddressed needs inhibit progress

Academic Characteristics

Quarterly youth assessment;the four pillars

• Academic problems associated with negative outcomes in multiple areas

• Commitment to education likely as important as academic achievement

• Targeted advocacy and coaching enhance outcomes

• Monitor progress

Academic outcomes

Grades, attendance, behavior

Evaluate outcomes

Development of the Risk and Protective Inventory (RPI)

RPI Function: a) Predict risk b) Determine needs and strengths

Available data for predictive analysis:c) BBBS youth outcome datad) Risk data from Gates Foundation Study

Risk domains predict BBBS outcomes• Academic*• Behavior• Social-emotional * eligibility criteria

Risk areas identify youth needs (6 areas)• Behavioral• Academic• Mental Health

Protective Areas• Individual• Family

RPI structure

• Family • SES • Peer

• Social • School/community

Educationally relevant constructs embedded in the YQA:– Hope– School Valuing– Self-Advocacy– Perception of Control– Self-Efficacy– Growth Mindset

Development of the Youth Quarterly Assessment (YQA)

- Identifying the need: why is risk important?

- PERL methods for understanding risk

- Using risk data in practice: a case study

Agenda

1. Identify target population – Academic risk

2. Identify youth needs and strengths – Areas of risk and protection

3. Identify targets for intervention – Educational risk/needs

4. Monitor progress quarterly-YQA (in addition to school performance data)

PERL risk summary

– Improved sense of competence in school, which leads to improved grades.

– Reduced school dropout.– Improved overall academic performance.– Improved performance in specific subjects, including:

science, and oral and written language.– Improved quality of classwork– Improved number of homework and class assignments

turned in

Herrera, Grossman, Kauh, Feldman & McMaken, (2007); King, Davis, & McClennan (2002); Rhodes, Grossman & Resch,( 2000); Wheeler, Keller, & Dubois, (2010).

Impact of mentoring on academic functioning

PERL theory of change

Data-driven Practices

Differentiated Services

Targeted Outcomes

25

Academic Self-efficacy

Growth mindset

School engagement

Hope and goal-setting

School Functioning

Mentoring Relationship

Four pillars of PERL

Coaching strategy

MAST

Advocate

Suggest Activities

Talk

Model

• Living document• Tool to support match relationship• Tool to guide match support/Big coaching• Leverage Little’s strengths

Youth outcomes development plan

Partnerships based on holistic view

Youth StaffNat.Resources

Mentor

SchoolCom.Partners

Parent/Guard.

Which risk are you targeting?

How are you targeting it within your program?

Closing reflection