This study concluded that a wide range of positive youth development approaches can result in positive youth behavior outcomes and the prevention of youth problem behaviors. Nineteen effective programs showed positive changes in youth behavior, including significant improvements in interpersonal skills, quality of peer and adult relationships, self-control, problem solving, cognitive competencies, self-efficacy, commitment to schooling, and academic achievement. Twenty-four effective programs showed significant improvements in problem behaviors, including drug and alcohol use, school misbehavior, aggressive behavior, violence, truancy, high risk sexual behavior, and smoking. Although a broad range of strategies produced these results, the themes common to success involved methods to: strengthen social, emotional, behavioral, cognitive, and moral competencies; build self-efficacy; shape messages from family and community about standards for positive youth behavior; increase healthy bonding with adults, peers and younger children; expand opportunities and recognition for youth who engage in positive behavior and activities; provide structure and consistency in program delivery; and intervene with youth for at least nine months or more. Although one third of the effective programs operated in only a single setting, it is important to note that for the other two thirds, combining the resources of the family, the community, and the community’s schools were the other ingredients of success. CONTENTS PREFACE The Positive Youth Development (PYD) Project Advisors to the Project Structure of the Report EXECUTIVE SUMMARY CHAPTER ONE: Origins of the Positive Youth Development (PYD) Field Introduction Practitioner, Policy, and Prevention Science Perspectives Practitioner and Policy Perspectives Prevention Science Perspectives The Convergence of Approaches Current Challenges for Positive Youth Development CHAPTER TWO: Defining and Evaluating Positive Youth Development Positive Youth Development Constructs Promotes Bonding Fosters Resilience Promotes Competencies Social Emotional Cognitive Behavioral Moral Fosters Self Determination Fosters Spirituality Fosters Self Efficacy Fosters Clear and Positive Identity Fosters Belief in the Future Provides Recognition for Positive Behavior Provides Opportunities for Prosocial Involvement Fosters Prosocial Norms Criteria for Program Inclusion Inclusion Criteria for Reviewing Positive Youth Development Programs Social Domains Inclusion Criteria for Reviewing Evaluations CHAPTER THREE: Empirical Evidence on Positive Youth Development Programs and Evaluations Introduction Chapter Organization by Numbers of Social Domains Summary of the Criteria Used to Rule Out Evaluations Effective Programs in One Social Domain Summary of Positive Youth Development Programs Set in Communities Programs in One Social Domain: Community Summary of Positive Youth Development Programs Set in Schools Programs in One Social Domain: Schools Effective Health Promotion Programs in Schools Effective Competence Promotion Programs in Schools Effective Programs in Two Social Domains Summary of Family and School-Based Positive Youth Development Programs Programs in Two Social Domains: Family + School Summary of School and Community-Based Positive Youth Development Programs Programs in Two Social Domains: School + Community Effective Programs in Three Social Domains Summary of Family, School, and Community-Based Positive Youth Development Programs Programs in Three Social Domains: Family + School + Community Programs in Three Social Domains: Family + Church + Community Programs in Three Social Domains: School + Workplace + Community CHAPTER FOUR: Summary and Conclusions Evaluations Excluded from the Effective Interventions Characteristics of Effective Positive Youth Development Programs Social Domains Positive Youth Development Constructs Positive Youth Development Strategies Measurement of Positive and Problem Behavior Outcomes Curriculum Program Frequency and Duration Program Implementation and Assurance of Implementation Quality Ethnographic Data Age Methodological Issues Overall Quality of Evaluation Research Design Experimental Research Studies of Positive Youth Development Programs Quasi-Experimental Research Studies of Positive Youth Development Programs Unit of Analysis vs. Unit of Assignment Statistical Reporting Attrition Issues Sufficient Sample Size and Power Conclusions Future Directions APPENDICES A: Prevalence of 30 Day Alcohol Use by Number of Risk and Protective Factors B: Prevalence of 30 Day Marijuana Use by Number of Risk and Protective Factors C: Prevalence of Arrest Rate in the Past Year by Number of Risk and Protective Factors D: Prevalence of Academic Achievement by Number of Risk and Protective Factors E: Prevalence of High Social Competence by Number of Risk and Protective Factors F: Decision Rules G: Effective Programs in One Social Domain H: Effective Programs in Two Social Domains I: Effective Programs in Three Social Domains J: Characteristics of Positive Youth Development Programs K: Basis of Program/Evaluation Exclusion from Category of Effective Interventions References
