Progress 05/01/01 to 06/30/06
Outputs
This AES project has been successful in several ways. First, the online youth development evaluation resource has been reengineered and continues to be used by PA 4-H and Youth Development Educators with 10% of the 4-Hers in their counties. The University of Vermont and South Dakota State University Extension System are utilizing the online system to assess life skills of their 4-Hers. Second, the study of youth participation started in August 2004 has produced two new peer-reviewed publications. Third, the Putting YOUTH Back into Sports curriculum is currently being implemented and tested within the state of Illinois. In addition, plans are underway in the development of online coaching certification training. This new training is being developed in collaboration of South Dakota State University and the National Wrestling Coaches Association. Fourth, several new projects were began this past year which include: Enhancing the Behavioral Environment of Afterschool
Programs: Afterschool Study of the Good Behavior Game; and Examining the Effectiveness of Second Mile's Youth Leadership Initiative as a School-based Youth-Adult Partnership Strategy. The Enhancing the Behavioral Environment of Afterschool Programs is a science migration project funded by W. T. Grant. I am a co-principal investigator in the project. This project is will explore ways to strengthen afterschool environments by using a cooperative game, played among teams of students, and facilitated by staff. This game, the Good Behavior Game , is expected to help foster good relationships among staff and students in the afterschool program. The study will look at afterschool programs, the types of resources, facilities, and infrastructure, as well as staff and child perceptions of their programs. We are seeking additional funding from W.T Grant to initial a large-scale randomized trial. The second project initiated this past year was Effectiveness School-based Youth-Adult Partnership
Strategy. The purpose of this study is to examine factors the enable and constrain the development of youth-adult partnerships in school settings and the outcomes of these partnerships for youth and their schools. The goal is provide some initial data to be used to seek extramural funding for a randomized trial of a school-based youth-adult partnership model. Fifth, I continue to be involved as a co-investigator on the research initiative PROmoting School/community-university Partnerships to Enhance Resilience, PROSPER. PROSPER is a model for diffusing evidence-based prevention programs through schools and families in communities. The project goal is to measure the development, effectiveness and sustainability of local teams charged managing the implementation of these programs for delivery in schools and to families of middle school youth. I am taking a leading role in the project as it advances into national replication and statewide expansion. Finally, the success of this AES
research project has lead to me receiving approval to continue this line of inquiry in applied development science on behalf of families and youth for another five years.
Impacts
This research is identifying the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Borden, L. M. and Perkins, D. F. 2006. Community youth development professionals: Providing the necessary supports. Child and Youth Care Forum. 35: 101-153.
- Borden, L. M., Perkins, D. F., Villarruel, F. A., Carlton Hug, A, Stone, M., and Keith, J. G. 2006. Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Science. 28: 187-208.
- Jones, K. R. and Perkins, D. F. 2006. Youth and adult perceptions of their relationships within community-based youth programs. Youth and Society. 38: 90-109.
- Perkins, D. F., Mincemoyer, C. C., and Lillehoj, K. 2006. Extension educators perception of community readiness, knowledge of youth prevention science, and experience with collaboration. Journal of Family and Consumer Science. 98: 4 , 20-26.
- Ramos, D. and Perkins, D. F. 2006. Goodness of fit assessment of the Alcohol Intervention Program and the underlying theories of change. Journal of American College Health. 55: 57-64.
- Scheve, J. A., Perkins, D. F., and Mincemoyer, C. C. 2006. Collaborative team for youth engagement. Journal of Community Practice. 12: 219-234.
- Scheve, J. A., Perkins, D. F., and Mincemoyer, C. C. 2006. Community teams characteristics that foster youth engagement. Journal of Youth Development: Bridging Research and Practice. 1: 8 pages. http://www.nae4ha.org/directory/jyd/jyd_article.aspx?id=d4d218b6-2440 -4b13-b4da-967da882f90a
- Borden, L. M., Perkins, D. F., Villarruel, F. A., Carlton Hug, A, Stone, M., and Keith, J. G. 2006. Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences. 28: 187-208.
- Flanagan, C.A., Webster, N., and Perkins, D. F. 2006. Public policy: Encouraging adult volunteerism with young people. In E. G. Clary and J. E. Rhodes Eds. Mobilizing adults for positive youth development: Lessons from the behavioral sciences on promoting socially valued activities. Norwell, MA: Kluwer Academic Publishers. Pages 195-210.
- Perkins, D. F. and Borden, L. M. 2006. Competitive Sports Pressure and Out-of-School Learning Experiences. In F. A. Villarruel, and T. Luster, Eds. Adolescent mental health. Westport, CT: Greenwood Publishing. Pages 239-256.
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Progress 05/01/01 to 03/31/06
Outputs
Several strides have been made within this project. First, the online youth development evaluation resource is being reengineered and also being used by PA 4-H and Youth Development Educators with 10% of the 4-Hers in their counties. The online system has been designed for youth development professionals, specifically 4-H Youth Development Educators, to regularly assess life skills of their youth participants. The system contains validated assessments to measure different life skills (e.g., decision-making, critical thinking, communication, and leadership). The newly designed system includes several new measures including one for youth ages 8-12. This new life skills computer-based measure utilizes illustrations and audio to assist children ages 8-12. Second, a study of youth participation has continued since August 2004. The participation study will employ an on-line survey of youth about their experiences in structure-out-school time. Third, extramural funds were
secured to test the effective of the newly developed Putting YOUTH Back into Sports. Fourth, a program evaluation of Clinton County Fork in the Road program, a juvenile diversion program. The evaluation study of the Fork in the Road program involves three major components to assess the effectiveness of program in addressing its goals. The components include: (1) interviews with district magistrates and related school personnel about the program; (2) an archival follow-up comparison study; and (3) prospective evaluation of the program. The results of the pilot evaluation study will be completed by March 2006. The results will be used to make program improvement and seek extramural funding from several noted sources. Fifth, a youth development project is being employ that views prevention as a positive, shared (communal) responsibility and attempted to improve the well being of both the individual and his/her friends. The project focuses on two primary goals: (1) to develop a family
prevention program to strengthen the roles of families in promoting sense of shared responsibility among adolescents; (2) to increase adolescent actions in terms of peer monitoring and intervening to dissuade one another from dangerous behaviors. The program is be pilot tested in a community to evaluate the feasibility of wider-scale implementation. Finally, I am currently involved in the research initiative entitled PROmoting School/community-university Partnerships to Enhance Resilience (PROSPER). PROSPER is an innovative model for diffusing evidence-based prevention programs through schools and families in communities in our nation. The project goal is to measure the development, effectiveness and sustainability of local teams charged with choosing and managing the implementation of evidence-based prevention programs for delivery in schools and to families of middle school youth in the community. More specifically, the project demonstrates the ability of Iowa State University and
Penn State University Extension staff to promote collaboration and to play a key role as an agent of community change. This study is being fund by NIDA.
Impacts
This research is identifying the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Perkins, D. F. 2005. Resiliency in adolescence. In C. B. Fisher and R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 938-942.
- Perkins, D. F., and Borden, L. M. 2005. Youth development programs, essential elements. In C. B. Fisher and R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 1175-1178.
- Perkins, D. F., and Mincemoyer, C. C. 2005. Risk behaviors. In C. B. Fisher and R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks: Sage. pp. 944-947.
- Bobek, D. L., Katcher, E., Perkins, D. F., and Jovanovich, J. 2005. Lerner, Richard M. In C. B. Fisher & R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 650-654.
- Borden L. M., and Perkins, D. F. 2005. Community linkages, levels of. In C. B. Fisher, & R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 286-288.
- Borden, L. M., Perkins, D. F., Villarruel, F.A., and Stone. M. A. 2005. To participate or not to participate: That is the question. In H. Weiss and P. Little Eds. New Directions for Youth Development: Conceptualizing Participation in Out-of-School Time Programs. New Directions for Youth Development: Theory, Research and Practice. San Francisco: Jossey-Bass. pp. 33-50.
- Chauveron, L., and Perkins, D. F. 2005. Community youth development: Beyond youth development. In C. B. Fisher & R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 290-292.
- Jones, K. R., & Perkins, D. F. 2005. Youth adult partnerships. In C. B. Fisher and R. M. Lerner, Eds., Applied developmental science: An encyclopedia of research, policies, and programs. Thousand Oaks, CA: Sage. pp. 1159-1163.
- Mullis, A. K., Mullis, R. L., Cornelle, T. A., Kershaw, M. A., Beckerman, A., and Perkins, D. F. 2005. Young chronic offenders: A case study of contextual and intervention characteristics. Youth Violence and Juvenile Justice. 3, 133-150.
- Perkins, D. F., and Daniels, A. M. 2006. Athletic square model of youth sport. In L. Sherrod, C. Flanagan, R. Kassimir, and A. B. Syvertsen, Eds., Youth activism: An international encyclopedia. Westport, CT: Greenwood Publishing Company. pp. 89-91.
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Progress 01/01/04 to 12/31/04
Outputs
Several strides have been made within this project. First, the grant from Pennsylvania Commission on Crime and Delinquency entitled Schools And Families Effective Together was implemented in three elementary schools. The primary purpose of the SAFE-T program is to promote social and emotional competence and prevent behavioral and emotional problems that have been associated with violence and delinquency among elementary school students. The evaluation study was conducted for the entire four-year period of the project (January 2001-October 2004). Preliminary data from eight waves of data are presented. Second, the online youth development evaluation resource is being reengineered and also being used by PA 4-H and Youth Development Educators with 10% of the 4-Hers in their counties. The online system has been designed for youth development professionals, specifically 4-H Youth Development Educators, to regularly assess life skills of their youth participants. The system
contains validated assessments to measure different life skills (e.g., decision-making, critical thinking, communication, and leadership). The newly designed system includes several new measures including one for youth ages 8-12. This new life skills computer-based measure utilizes illustrations and audio to assist children ages 8-12. Third, a study of youth participation was implemented in August 2004. The participation study will employ an on-line survey of youth about their experiences in structure-out-school time. Fourth, extramural funds were secured to test the effective of the newly developed Putting YOUTH Back into Sports. Finally, I am currently involved in the research initiative entitled PROmoting School/community-university Partnerships to Enhance Resilience (PROSPER). PROSPER is an innovative model for diffusing evidence-based prevention programs through schools and families in communities in our nation. The project goal is to measure the development, effectiveness and
sustainability of local teams charged with choosing and managing the implementation of evidence-based prevention programs for delivery in schools and to families of middle school youth in the community. More specifically, the project demonstrates the ability of Iowa State University and Penn State University Extension staff to promote collaboration and to play a key role as an agent of community change. This study is being funded by NIDA.
Impacts
This research is identifying the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Ansay, S., and Perkins, D. F. 2004. Interpreting outcomes: Using focus groups in evaluation research. Family Relations, 53, 310-316.
- Ferrer, M., Fugate, A. M., and Perkins, D. F. 2004. Rediscovering the potential of in-depth training when programming for at-risk audiences. Journal of Extension, 42, 1-5. Available online at: http://www.joe.org/joe/2004february/iw3.shtml.
- Perkins, D. F., and Borden, L. B. 2004. A multidimensional ecological examination of a youth development program for military dependent youth. Journal of Prevention and Intervention in the Community, 27, 49-65.
- Perkins, D. F., Jacobs, J., Barber, B, and Eccles, J. S. 2004. Childhood and adolescent sports participation as predictors of participation in sports and physical fitness activities during adulthood. Youth and Society, 35, 495-520.
- Perkins, D. F., and Jones, K. R. 2004. Risk behaviors and resiliency within physically abused adolescents. Child Abuse and Neglect, 28, 547-563.
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Progress 01/01/03 to 12/31/03
Outputs
Several strides have been made within this project. First, the grant from Pennsylvania Commission on Crime and Delinquency entitled Schools And Families Effective Together was implemented in three elementary schools. The primary purpose of the SAFE-T program is to promote social and emotional competence and prevent behavioral and emotional problems that have been associated with violence and delinquency among elementary school students. The evaluation study is being conducted for the entire four-year period of the project (January 2001-October 2004). Preliminary data from the first four waves of data are presented. Second, the online youth development evaluation resource is being used by PA 4-H and Youth Development Educators with 10% of the 4-Hers in their counties. The online system enables extension educators to enter their own pre- and post- data into the system and to print summary reports on demand. The life skills measured include: decision-making, critical
thinking, goal-setting, problem solving, and communication. Third, a study of youth participation is currently in the final stages of receiving IRB approval. The participation study will employ an on-line survey of youth about their experiences in structure-out-school time. Fourth, extramural funds are being sought to test the effective of the newly developed Putting YOUTH Back into Sports. Finally, I am currently involved in the research initiative entitled PROmoting School/community-university Partnerships to Enhance Resilience (PROSPER). PROSPER is an innovative model for diffusing evidence-based prevention programs through schools and families in communities in our nation. The project goal is to measure the development, effectiveness and sustainability of local teams charged with choosing and managing the implementation of evidence-based prevention programs for delivery in schools and to families of middle school youth in the community. More specifically, the project demonstrates
the ability of Iowa State University and Penn State University Extension staff to promote collaboration and to play a key role as an agent of community change. This study is being fund by NIDA.
Impacts
This research is identifying the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Borden, L. M., & Perkins, D. F. 2003. Volunteers as essential members of community collaborations. The Journal of Volunteer Administration, 21, 20-24.
- Mincemoyer, C., & Perkins, D. F. 2003. Assessing youth decision-making skills and influences on decisions. Forum for Family and Consumer Sciences, 8, 9 pages.
- Borden L. M., & Perkins, D. F. 2003. Community based organizations. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Human ecology: An encyclopedia of children, families, communities, and environments. Santa Barbara, CA: ABC-Clio. pp. 141-144.
- Daniels, A. M., & Perkins, D. F. 2003. Youth sports: An ecological perspective. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Human ecology: An encyclopedia of children, families, communities, and environments. Santa Barbara, CA: ABC-Clio. pp. 727-730.
- Perkins, D. F. 2003. Resiliency. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Human ecology: An encyclopedia of children, families, communities, and environments. Santa Barbara, CA: ABC-Clio. pp. 614-618.
- Perkins, D. F., & Borden, L. M. 2003. Risk factors, risk behaviors, and resiliency in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology: Vol. 6 Developmental Psychology. New York: Wiley. pp. 273-419.
- Perkins, D. F., & Borden, L. M. 2003. Community youth development. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Human ecology: An encyclopedia of children, families, communities, and environments. Santa Barbara, CA: ABC- Clio. pp. 138-141.
- Perkins, D. F., & Borden, L. M. 2003. Key elements of community youth development programs. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Practice, policy, and research. Thousand Oaks, CA: Sage. pp. 327-340.
- Perkins, D. F., Borden, L. M., Keith, J. G., Hoppe-Rooney, T., & Villarruel, F. A. 2003. Community youth development: A partnership for creating a positive world. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Practice, policy, and research. Thousand Oaks, CA: Sage. pp. 1-23.
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Progress 01/01/02 to 12/31/02
Outputs
Dr. Perkins is a member of the PROSPER TEAM. PROSPER is short for Promoting School/Community-University Partnerships to Enhance Resilience. PROSPER is an innovative model for bringing scientifically proven prevention program to communities to address problem behaviors in youth and to strengthen families and communities. PROSPER's primary goal is to work with local families and communities to improve outcomes for sixth and seventh graders. PROSPER is a five year project that includes two successive groups of 6th graders in 14 communities in Pennsylvania and 14 in Iowa. Seven of these communities in each state will be randomly assigned to receive the PROSPER programming beginning in the Spring of 2003, while the other seven will be placed on a three-year waiting list (after which they will also receive the programming). During the first year of the project, team leaders in the immediate intervention communities, with the assistance of prevention coordinators and
prevention faculty, will form community teams of 6-8 people who will serve as the PROSPER advisory board. This board is responsible for coordinating with schools and families to deliver the PROSPER programming to 6th and 7th graders and their families.
Impacts
This research is identifing the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Perkins, D. F., and Hartless, G. 2002. Suicide among adolescents: An ecological risk factor approach. Journal of Adolescent Research, 17, 3-26.
- Perkins, D. F., Luster, T., and Jank, W. 2002. Protective factors that decrease the likelihood of purging for physically abused females. Journal of Adolescent Research, 17, 377-400.
- Perkins, D. F., and Borden, L. M. 2002. Risk factors, risk behaviors, and resiliency in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Comprehensive handbook of psychology: Vol. 6 Developmental Psychology (pp. 273- 419). New York: Wiley.
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Progress 01/01/01 to 12/31/01
Outputs
Several strides have been made within this project. First, a grant has been secured from Pennsylvania Commission on Crime and Delinquency. In January 2001, the PATHS (i.e., Promoting Alternatve THinking Strategies; Greenburg & Kusche, 1999) was implemented as a grant funded initiative entitled Schools And Families Effective Together. The PATHS program was implemented in three elementary schools in the Wilkes Barre School District. The primary purpose of the SAFE-T program is to promote social and emotional competence and prevent behavioral and emotional problems that have been associated with violence and delinquency among elementary school students. An evaluation study is also being conducted for the entire four-year period of the project (January 2001-October 2004). Preliminary data from the first two waves of data are presented. Second, Dr. Perkins and Dr. Mincemoyer have developed an online resource and process that provides program evaluation information on life
skills. Currently, two evaluation tools have been developed and piloted namely, decision-making and a life skills measure (e.g., character, problem solving). The new online system enables extension educators to enter their own pre- and post- data into the system and to print summary reports on demand. Future life skills evaluation tools are in the development stage and plans are underway to add them to the online system. Third, the Concept Mapping technique has been piloted to gather information in a scientific manner about youth's perception of their needs from their communities. As a result of this pilot, two Universities involved in NC1002, namely Michigan State and Penn State, will be conducting concept maps with diverse populations about youth's needs and goals. In addition, a proposal has been drafted and will be submitted to investigate the positive youth development efforts occurring in an impoverished community near Philadelphia.
Impacts
This research is identifing the risk processes and protective processes in youth, families and communities associated with both maladaptive behaviors and resiliency. In addition, protective processes are being identified as important for all youth and families as well as those that are specific to certain populations. Finally, evaluative research is providing an assessment of the effectiveness of positive development strategies at the individual, familial, and community level of the ecosystem. This evaluative research examines these strategies in terms of their influence on decreasing risks while increasing protective processes and/or assets in youth, families, and the communities in which they live.
Publications
- Perkins, D. F., Borden, L. M., & Villarruel, F. A. 2001. Community youth development: A Partnership for change. School Community Journal, 11, 39-56.
- Ansay, S. & Perkins, D. F. 2001. The relationship between parental bonding and family reunification: A social bonding perspective. Family Relations, 50, 220-229.
- Perkins, D. F. 2001. Issues facing rural youth and a framework for positive change. The Journal of the Family Relations and Human Development/Family Economics and Resource Management, 4, 122-130.
- Mincemoyer, C., & Perkins, D. F. 2001. Building Your Youth Development Toolkit: A Community Youth Development Orientation for Pennsylvania 4-H/Youth Programs. Journal of Extension, 39, 1-8.
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