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This study evaluated effects of "Positive Action," a school-based social-emotional and character development 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 = 1,170) were assessed from grades 3 to 8; the duration of the intervention, with drop-outs and late entrants, was 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.

The Social-Emotional and Character Development Scale (SECDS) is intended as a measure of social-emotional skills and character for elementary school-age children. This study investigated the measure's psychometric properties using data collected over 5 waves for a cohort of students followed from Grades 3 to 5 in 14 urban elementary schools (N Range = 500 to 593). Confirmatory factor analysis indicated good fit to the measure's hypothesized first- and second-order factor structure at each wave. Scales corresponding to the first-order factor structure demonstrated adequate internal consistency and test-retest reliability. Consistent with previous research using similar measures of social-emotional skills and character, a longitudinal analysis indicated that the means for these scales decreased over the 5 waves. The validity of the SECDS general and individual scales was supported via their patterns of association with measures of expected correlates of social-emotional skills and character. Overall, findings suggest the SECDS is appropriate for assessing the development of different facets of social-emotional skills and character during elementary grades and that it could be useful for investigating their role in the developmental pathways for a range of important youth outcomes.

Objective: To maximize active parent consent form return rates for third-grade minority, urban students enrolled in predominantly low-income elementary schools in Chicago, Ill. Methods: Research staff used a class incentive and class visits to retrieve consent forms from students. Results: Of the 811 third-grade students, 98% returned a form and 79% (n = 627) of those students' parents provided an affirmative response. Return rates did not vary by students' ethnicity or by the schools' demographic variables. Conclusion: Incentives and class visits can yield a high return rate of active parent consent forms for third-grade minority, urban, low-income students.

Explores sources of drugs and weapons for a group of pre-adolescents living in disadvantaged neighborhoods in Chicago using a focus group and a self-administered survey. At least one-third of the sample of fifth-grade students responded that it was easy for people their age to obtain each of the products. Neighborhood sources were the most likely sources perceived to be easy. (Author/MKA)

Background: The Theory of Triadic Influence (TTI) provides a comprehensive framework for understanding adolescent substance use. Objectives: We examined mechanisms by which a TTI-guided social-emotional and character development program, Positive Action (PA), influences adolescent substance use. Study data come from the PA-Chicago, longitudinal matched-pairs cluster-randomized control trial. A diverse, dynamic cohort of approximately 1,200 students from 14 low-performing schools were assessed at eight points of time, between grades 3-8, across a six-year period. Students completed scales related to substance use, self-control, deviant peer affiliation, and school attachment, adapted from the Risk Behavior Survey, Social-Emotional and Character Development Scale, Conventional Friends Scale, and People in My Life Scale. After testing the overall effect of PA on substance use, we used latent growth modeling to assess whether effects on each outcome were mediated by longitudinal changes in three composite measures aligning with the TTIs three streams. Results: Students in PA schools reported fewer experiences with drinking, getting drunk, and overall substance use. In the multiple mediator models, significant indirect effects of PA on substance use via changes in self-control were evident. Conclusions/Importance: Findings are consistent with theory and past research suggesting the influence of self-control on youth substance use. Future studies should include implementation in different settings and additional theory-based measures. Trial RegistrationThis trial is registered at ClinicalTrials.gov NCT01025674. [ABSTRACT FROM AUTHOR]

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools. [ABSTRACT FROM AUTHOR]

This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems. [ABSTRACT FROM AUTHOR]

Recruitment of adolescents into tobacco use research is often challenging. This study reports on the predictors of recruitment and retention in a longitudinal study of adolescent smoking behavior. In 2000, 8th and 10th grade students at 18 schools ( N = 5,298) in the Chicago metropolitan area completed brief screening surveys; 1457 students (ranging from susceptible nonsmokers to regular smokers) were invited to participate in a longitudinal study, and 48.9% agreed. Chi-square analyses revealed that female and white students were more likely to participate than male and nonwhite students. Recruitment rates did not vary by parental smoking status, students' experience with smoking, or student grade. Multivariate analyses revealed that overall, gender and race were significant predictors of participation. Chi-square and multivariate analyses revealed no significant differences in retention on the demographic, smoking experience, or psychosocial variables measured. Implications of the results and study limitations are discussed. [ABSTRACT FROM AUTHOR]

Outcome expectancies have been related to smoking behavior among adults, but less attention has been given to expectancies about smoking among adolescents at differing levels of smoking experience. The present study reports the psychometric properties and predictive validity of a brief expectancy scale across two samples of adolescents. Sample 1 (N = 349) consisted of high school students (54% female) who were regular smokers enrolled in a cessation program. Sample 2 (N = 273) consisted of 8th- and 10th-grade early experimenters (54% female) involved in a natural history study of smoking trajectories. In both samples, a principal component analysis of a 13-item expectancy scale yielded four factors (taste, weight control, boredom relief, and negative affect management), each with high internal consistency (coefficient alphas >.77) and accounting for 73% and 80% of the total variance for each sample, respectively. Expectancies were significantly higher among current smokers than among early initiators. In Sample 1, boredom relief and weight management expectancies predicted smoking status 6 months later. In Sample 2, students whose smoking increased over 18 months had higher overall expectancies at baseline compared with those who tried smoking and did not escalate. These findings support the predictive validity of expectancies in predicting escalation and cessation. Implications for the importance of expectancies in understanding adolescent smoking behavior are considered. [ABSTRACT FROM AUTHOR]

Recently, applied social researchers have shown an increased interest using focus groups as a method of generating ideas and solutions pertaining to various social problems. However, caution in the use of this methodology is warranted because focus groups may induce certain group effects which might bias responses. The present study investigated whether an extended focus group procedure resulted in a polarization of attitudes (a group influence bias effect) or a greater pool of ideas than those generated by its members at pretest (brainstorming, a favorable group effect). Southern California and Illinois high school students involved in a total of 31 focus groups were administered pretest and posttest questionnaires. These groups addressed the perceived utility of self-generated strategies designed to recruit adolescent tobacco users into a high school based tobacco use cessation clinic Support was obtained for a group polarization effect, which was replicated across grades, regions, tobacco use status, and specific strategy type. Specifically, after participating in a focus group, the students rated all self-generated cessation clinic recruitment strategies as being more likely to be successful. Moreover, they reported that it was more likely that these strategies would lead them to join a program themselves, if they were tobacco users. However, little support was obtained for the brainstorming effect. In the present context, focus groups do not appear to elicit reporting of new types of strategies but do instill more favorable attitudes regarding self-generated solutions to a problem. Practical implications of these data are discussed. [ABSTRACT FROM AUTHOR]

Background: Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose: To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design: A matched-pair, cluster RCT. Setting/participants: Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention: The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures: Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths’ bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results: Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. Conclusions: These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school–aged youth. Trial registration: This study is registered at ClinicalTrials.gov NCT01025674. [Copyright &y& Elsevier]