Program quality is not just outcomes but also a point of service quality, or what’s happening within interactions. Components of good program quality can include youth engagement, supportive relationships, critical thinking, and physical and emotional safety. All of these components can serve as intermediate developmental outcomes.
Oregon is one of nine states to receive a second five-year Positive Youth Development State and Local Collaboration Demonstration Project award from the Family and Youth Services Bureau (FYSB) of the U.S. Department of Health and Human Services.
In Oregon, recent efforts by a group of state agencies and community partners led to the adoption of a Positive Youth Development (PYD) benchmark by the Oregon Progress Board in 2006. In this paper, we describe the process of creating the state benchmark and present research evidence showing strong relationships that link high levels of PYD to reduced levels of risk behaviors and increased levels of positive, healthy behaviors among Oregon youth.
This compendium provides researchers, prevention specialists, and health educators with 33 tools to measure a range of bullying experiences: bully perpetration, bully victimization, bully-victim experiences, and bystander experiences. Some researchers continue to examine the risk and protective factors associated with bullying experiences.
Do the young people you work with have love lives? Do those love lives ever cause them (or you) problems or concerns? Learn about Relationship Smarts PLUS, an easily implemented, research-based, evaluated program that helps young people get smart about their love lives. Young people today live and breathe in a culture that touts casual sex and casual connections.
Dr. Garbarino’s presentation focused on how a school’s social system plays a decisive role in the process of bullying, sexual harassment, and emotional violence in the lives of teenagers. One core message is to avoid the temptation to see bullying as a personal problem and instead to always look at the workings of the school as a social system. This implies a need for strategies for responding that include character education, better feedback from students, and more explicit demonstration of adult caring in the school.