Serving Higher Risk Populations Using Data to Inform Support and Services for Higher Risk Youth January 30, :45-11:15 a.m.

Introductions Dr. Claus Tjaden Martinez Tjaden, LLP Dr. Shivohn Garcia Big Brothers Big Sisters of America Kristin Romens Big 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 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 Assets Support 1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling Empowerment 7. Community values youth 8. Youth as resources 9. Service to others 10. Safety Boundaries & Expectations 11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations Constructive Use of Time 17. Creative activities 18. Youth programs 19. Religious community 20. Time at home Internal Assets Commitment to Learning 21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure Positive Values 26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint Social Competencies 32. Planning and decision making 33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution Positive Identity 37. Personal power 38. Self-esteem 39. Sense of purpose 40. 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

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 Research Similar 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 ComponentDetailsWhy ? Risk Prediction Risk of negative BBBS desired outcomes; eligibility determination annual parent survey Better outcomes for higher risk kids Risk and NeedsAnnual parent surveyUnaddressed 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: a)BBBS youth outcome data b)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 H errera, 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

Academic Self-efficacy Growth mindset School engagement Hope and goal-setting School Functioning Mentoring Relationship Four pillars of PERL 25

Coaching strategy MAST Advocate Suggest Activities TalkModel

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 Staff Nat. Resources MentorSchool Com. Partners Parent/ Guard.

Which risk are you targeting? How are you targeting it within your program? Closing reflection