Intro Slides

Celeste Janssen

Institute for Youth Success

January 2019

+ +Quality

Standards &

Guidelines

The following are examples of quality improvement systems that states, afterschool networks, government

organizations (e.g., child and family services) or other organizations.

Different ways to advance quality

Landscape of Quality in OST

+ +Assessment

Tools

Core

Knowledge &

Competencies

Credential

System

Quality

Rating &

Improvement

System

(American Institute for Research, 2017)

+ +Standards of

Accreditation

Processes to ensure quality in Oregon public schools

Landscape of Quality – K-12 Example

+ +MAPS +

accreditation

process

Educator

Licensure

Educator

Performance

and

Appraisal

System

ESSA

Metrics

How to Effectively Transfer Knowledge to Practice

Knowledge

LevelSkill Attainment

Transfer to

Practice

Training with Theory and Discussion 10% 5% 0%

Training with Theory, Discussion, and

Demonstration

30% 20% 0%

Training with Theory, Discussion, Demonstration, and Feedback

60% 60% 5%

Training with Theory, Discussion,

Demonstration, and Feedback and Coaching

95% 95% 99%

(Joyce and Showers, 2002)

50%

Site managers

who are

focused on

improving

quality

High & clear

expectations by

and for staff

Tools to assess

performance

and feedback

on performance

Opportunities

for staff in

decision-making

Continuous Improvement Cycle

1 2 3 4 5

In-service training

to build

professional

knowledge and

skills

5 Key Practices for Continuous Improvement

(Smith, Akiva, Sugar, Devaney, Lo, Frank, 2013; available at : http://cypq.org/sites/cypq.org/files/ExecutiveSummary2.29.pdf

Why Youth Programs Do What They Do

The Theory that Guides You

Celeste Janssen

Institute for Youth Success

January 2019

Culturally-

Responsive

Practice

Attachment

Theory

Skill

Building

Putting Together a High Quality Youth Program

Relationship

building

Youth Voice

Restorative

Practice

Celeste’s Disclaimers

We’ve got lots of people with expertise in this room

Many theories were developed by academics (and they are biased)

These theories are overlapping & they build upon each other

Youth development is “interdisciplinary”

There is no “best” program. Every program is different.

You’ll see a lot of “yes, we do that” throughout this presentation.

I’m going through a lot, fast, and I’m missing a lot.

You’ll see a lot of “I’m not sure” or “maybe” or “not yet, but we’re working on it”

Theoretical Basis to the

Youth Program Quality Assessment

EngagementPlan; Make choices; Reflect

InteractionLead and mentor; Be

in small groups;

partner with adults;

Experience

belonging Photos

Drink

Safe EnvironmentPsychological and

emotional safety;

Program space and

furniture; Emergency

procedures; Healthy

food and drinks;

Physically safe

environment

Supportive

EnvironmentEncouragement;

Reframing Conflict; Skill

building; Session flow;

Active engagement;

Welcoming atmosphere

Domains assessed by the Youth Program Quality Assessment

Pyramid of Instructional Quality

In 2002, the National Research Council identified eight qualities as key features of youth development programs:1.Physical and psychological safety

2.Appropriate structure

3.Supportive relationships

4.Opportunities to belong

5.Positive social norms

6.Support for efficacy and mattering

7.Opportunities for skill building

8.Integration of family, school and community efforts

2002 Approach to Quality

(Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

In 2002, the National Research Council identified eight qualities as key features of youth development programs:1.Physical and psychological safety

2.Appropriate structure

3.Supportive relationships

4.Opportunities to belong

5.Positive social norms

6.Support for efficacy and mattering

7.Opportunities for skill building

8.Integration of family, school and community efforts

2002 Approach to Quality

(Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

Designing

Culturally-Responsive

Organized

After-School Activities

(2017)

Quality Learning Environments Matter

. . . a Lot

0

5

10

15

20

25

30

35

40

45

50

Mea

n M

ath

Im

pro

vem

ent

Low Quality Medium Quality High Quality

Data from Seattle Public Schools Summer Learning Programs

Human Development During

Mid-Adolescence

& Adolescence

What is Human Development?

Growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

--American Psychology Association

Stages or Phases of Development

Researchers and theorists have proposed many different stages and there is no agreement on “the” stages. Some examples:

• Piaget: 4 stages of cognitive development

• Erickson: 8 stages of psychosocial development

• Hedegaard: 3 stages of motives for development in childhood

Denham’s Stages of Social Emotional Development

Level Developmental Tasks

Middle and

high school

• Form closer relationships with peers of both genders

• Manage increasingly complex academic content and tasks with increasing

independence from adults

• Effectively manage transitions to middle and high school

• Increase independence from adults

• Begin preparing for adult roles

• Develop an ethical value system that allows for responsible decision-making and

responsible behavior toward others

Denham (2015)

Attachment Theory

John Bowbly studiedinfants and based ontheir responses, foundfour primary types ofattachment behavior.

Children, youth, andadults react torelationships throughtheir attachment lens.

Infant Behavior Adult Narrative

Secure Secure

Avoidant Dismissing

Ambivalent Preoccupied

Disorganized/ Unresolved/

Disoriented Disorganized

Daniel Siegel, M.D. (2010)

How Theory Shows Up In OST Practice

Activities, staff development, materials, evaluation outputsand outcomes focused on:

• identity building, independence, peer interactions

• attachment, attunement

Program

Design

Program

Implementation

Program

Evaluation

Starting Out Off Track Doesn’t Mean You Stay Off Track

… and vice versaKey Determinants of Being “On Track”

Family Formation:

Marriage, Delayed parenthood,

Maternal education & employment

Normal birthweight babies

Early childhood (0-5):

Reading & math skills

Social behavior

Middle childhood: (5-11)

Reading & math skills

Social-emotional skills

Adolescence (11-19):

High school grad w/c+

No convictions, No children

Young Adults (19-29):

Live independently

P.S. degree or above poverty income

s

s

s

s

s

Kids Born to Less Advantaged Families

are Less Likely to be On Track at each

Life Stage

Social & Emotional

Development

Non-Cognitive Skills

21st

Century Skills

Deeper Learning

College and Career Readiness

Soft Skills

Academic Mindsets

Character

Student Agency

Emotional Intelligence

Nonacademic Skills

Employability Skills

Social Emotional Development Emerges Over Time

Cognitive

Domain

Emotion

DomainSocial

Domain

Pro-social &

Cooperation

Conflict

Resolution

Understanding

Social CuesEmpathy &

Perspective-

Taking

Planning,

Organizing,

Setting Goals

Basic Social

Engagement

Emotion

Knowledge &

Expression

Emotion &

Behavior

Management

Working Memory

Attention Control

Response Inhibition

Cognitive Flexibility

1

2

3

Emerge First

& Grow

Significantly

Emerge

Next

Become

More

Sophisticated

Jones & Bailey, 2012.

What is Social Emotional Development

Cognitive Emotion Social

Beliefs/

Know-

ledge of

Self &

Identity

Character

/ValuesPersonality

Managing &

shifting

attention,

controlling

impulses,

planning & goal

setting, critical

thinking

Emotion

knowledge and

expression,

emotion &

behavioral

regulation,

empathy

Understanding

social cues, social

perspective

taking, prosocial

behavior, conflict

resolution, social

problem solving

Self-efficacy,

growth mindset,

agency, self-

esteem, self-

knowledge,

purpose

Ethical,

performance,

intellectual, and

civic values

Optimism,

gratitude,

openness,

enthusiasm, zest

Skills/Competencies Belief Ecology

Slide Credit: Harvard Graduate School of Education. EASEL lab.

Other SEL Frameworks

Other SEL Frameworks

Example: Specific Domain

Self-efficacy may be especially important for traditionally underserved students, such as those from historically marginalized race/ethnicities and girls in STEM.

• Collective self-efficacy helps such students by supporting them to work with others to create changes that benefit the larger community.

• Woods’ research suggests African American students may need to be explicitly told they are able and capable of succeeding in school—even if this kind of feedback may not be helpful for white students because it provokes a fixed mindset about ability.

Example: SEL in a group (a context)

Fryberg is studying how cultural models of academic performance can be used to boost SEL development in Native communities

• The best predictor of Native American students’ grades is the extent to which they trust their teachers, which relates to their sense of belonging in the classroom

• Native American students are more motivated to pursue education when the message is framed to build from cultural models and strengths:• Education is a tool to help family and community, not just the self

• “Getting an education will benefit your tribe in the future”

https://www.youtube.com/watch?v=Ax8-iQjWNFk

When Do You Persevere?

The Marshmallow Experiments

Children who were able to delay gratification longer had:

• Higher SAT scores

• Higher educational attainment

• Lower BMI

• Better physical health

• Less drug use

Children who used distraction techniques were

more likely to be able to delay gratification. They

had a self-regulation strategy to use.

Self-Regulation Changes Based on

Changes in the Environment

0

2

4

6

8

10

12

14

Unreliable adult Reliable adult

Dela

y T

ime (

min

ute

s)

Figure adapted from Kidd, Palmeri, & Aslin (2013)

How Theory Shows Up In Practice

What does SEL program design and implementation looklike:

• SEL Exposure (modeling)

• Explicit Instruction (teaching)

• Opportunities to practice (Practice & discuss)

Program

Design

Program

Implementation

Program

Evaluation

Positive Youth Development

40 Development Assets

4C’s AKA 5C’s AKA 6C’s

Rick Little (International Youth Foundation) plus Rich Lerner, etc:

1. Competence

2. Confidence

3. Connection

4. Character

5. Caring (added in 1995)

6. When all 5Cs develop, Contribution emerges

7C’s of building Resilience

Pediatrician Kenneth Ginsberg:

1. Competence

2. Confidence

3. Connection

4. Character

5. Contribution

6. Coping

7. Control

Sparks

Developed by Dr. Benson at the Search Institute

Research on why a driving passion can promote great outcomes. Research on % of youth and adults with sparks, benefits of having sparks. Adults can be “spark champions”.

Youth Adult Partnership

Risk and Protective Factors

What else do you know exists in this space?

Other impact frameworks

01 06

02 05

03 04

Other Frameworks exist?

Hawkins & Catalino

The Science of Learning

Learning Happens Socially

Vygotsky observed that children learn when

they are supported in a cognitive

apprenticeship with an adult

• Scaffolding allows students to work in their

zone of proximal development (ZPD), where

they need some assistance (the scaffold) to

learn and thus are somewhat challenged

• Teachers remove scaffolds as students learn

the content or task, gradually working to

mastery

Vygotsky (1978)

Image: http://21stcenteducators.blogspot.com/2015/09/zone-of-proximal-development.html

Experiential Learning

Relationships

You May Not Run a Mentoring Program but…

“The bottom line from my research is that the mentoring provided by staff is the most important strength of afterschool programs.”

--Dr. Bart Hirsch, Northwestern University

Jean Rhodes Conceptual Model of Mentoring

Mentoring

Research-informed practices

Evidence-based Standards and Benchmarks

Enhancements that can promote relationship quality and strong outcomes

Recommendations on program management, leadership, evaluation, and core principles youth mentoring organizations

“Positive Caring Adult”

“Whether the burdens come from the hardships of poverty, the challenges of parental substance abuse or serious mental illness, the stresses of war, the threats of recurrent violence or chronic neglect, the single most common finding is that children who end up doing well have had at least one stable and committed relationship with a supportive parent, caregiving or other adult…

“Positive Caring Adult” part 2

“These relationships provide the personalized responsiveness, scaffolding, and protection that buffer children from developmental disruption. They also build key capacities—such as the ability to plan, monitor and regulate behavior, and adapt to changing circumstances- that enable children to respond to adversity and to thrive.”

• National Scientific Council on the Developing Child

Developmental Relationships

Julian and Li (2012)

Across all youth interventions, there is ONE KEY THING:

A developmental relationship:

1. Attachment

2. Reciprocity

3. Progressive Complexity

4. Balance of Power

Search Institute (2010)

Released a new framework, zeroing in on developmental relationships:

Focus of developmental

relationship

Specific actions

Express CARE Be Dependable, Listen, Believe in me, Be

Warm, Encourage

Challenge GROWTH Expect my best, Stretch, Hold me

accountable, Reflect on failures

Provide SUPPORT Navigate, Empower, Advocate, Set

boundaries

Share POWER Respect me, Include me, Collaborate, Let

me lead

Expand POSSIBILITIES Inspire, Broaden horizons, Connect

Other REALLY Important

Frameworks

Critical Race Theory

Other impact frameworks

01 06

02 05

03 04Trauma Informed Care

Restorative Justice

ACES differences effect youth’s ability to

participate in learning opportunities

6 Core Strengths of Healthy Child Development

Bruce Perry at ChildTrauma.org

1. Attachment

2. Self-regulation

3. Affiliation

4. Attunement

5. Tolerance

6. Respect

Healing Centered Approach

…A healing centered approach to addressing trauma requires a different question that moves beyond “what happened to you” to “what’s right with you” and views those exposed to trauma as agents in the creation of their own well-being rather than victims of traumatic events.

“

Healing centered engagement:

• is explicitly political

• is culturally grounded and views healing

as the restoration of identity

• is asset driven

• supports adult providers with their

own healing

Strategies

Measurement tool: Benevolent Childhood Experiences (BCEs)

• Instrument designed in 2017 as a counterpart to the ACEs

questionnaire

• Designed to be multiculturally sensitive and widely applicable

regardless of background

• Participants were 101 pregnant women from varying backgrounds

• Higher levels of BCEs predicted less PTSD symptoms and SLEs,

above and beyond ACEs.

• Illuminates how favorable childhood experiences and promotive

factors may counteract long-term effects of childhood adversity

Narayan, A. J., Rivera, L. M., Bernstein, R. E., Harris, W.

W., & Lieberman, A. F. (2017). Positive childhood

experiences predict less psychopathology and stress

in pregnant women with childhood adversity: a pilot

study of the benevolent childhood experiences (BCEs)

scale. Child abuse & neglect.

And the Methods…

YW Method: Building Community

Built upon research on need for belonging and groupdevelopment.

Principles:

1. Actively involved with youth in group-building

2. To work to include all youth

3. To be mindful of issues of power, youth comfort, and theexperiences of new members

4. To promote cooperation over competition

5. Promote explicit intergroup dialouge

YW Method: Reframing Conflict

Research on conflict resolution theory with components ofeffective approaches to conflict management. Includesfocusing on reframing vs. resolving; safety; emotions;relationships and modeling

Approach Distinctive

Features

Evidence for

Effectiveness

Limitations Programs Prevalence

Peer

Mediation

Positive

Behavior

Support

Negotiation

and the Law

Anti-Bias

Education

YW Method: Structure and Clear Limits

Parenting Styles (Diana Baumrind)

Highly responsive

Low

demandingness

(control)

PERMISSIVE AUTHORITATIVE High

demandingness

(control)

DISENGAGED AUTHORITARIAN

Low responsiveness

Research on monitoring, compliance, goals, clear messages,classroom management, teacher student relationships,responsible behavior, using contingencies

Celeste Janssen

Celeste.Janssen@

educationnorthwest.org