Progress 10/01/06 to 09/30/11
Outputs
OUTPUTS: Step (1b). Identify two to four rural Florida counties for extensive onsite research. This study will investigate the links between developmental assets of youth to examine whether they have an effect on youth outcomes in rural Florida communities. This study will also strive to determine strategies and policy recommendations that will work toward increasing youth assets and reducing youth deficits in rural communities, leading to increased long-term outcomes. Two more counties were identified for extensive onsite research. Data has been collected utilizing the Developmental Asset Profile (DAP) from the Search Institute and the Youth, Community and Support in Florida questionnaire during Year One and Year Two. Study participants were located with assistance from Florida 4-H Extension agents in Hamilton County and Bradford County. These youth development professionals collaborate with local schools and classroom teachers to provide programming to middle school youth. After the Extension agents recruited interested teachers and the research team received permission from each middle school principal, surveys were distributed to 7th-8th grade students during the regular school day. Classroom teachers conducted the surveys with assistance from Extension agents and researchers. A total of 233 surveys were completed by middle school youth in Hamilton County. All of these youth attend the same middle school. A total of 52 youth in Bradford County completed the surveys. All of these youth attend the same after school program. Prior to this data collection, data was collected in Alachua County at the university for a thesis using a population of mostly 18-19 year old males (n=356)described below), as well as from students in a local high school magnet program. An additional data set was collected at the CYFAR Florida After School Enrichment Program of approximately 20-25 high at-risk youth at both programs so that this special population might be examined. Data from the other two rural counties identified for the project was entered previously (Lafayette and Polk).Activities. Analysis of the two after-school programs was included in results of the USDA CYFAR report (2008) and presented at the Annual CYFAR Conferences in Baltimore, MD, San Francisco, CA and Chicago, IL. PARTICIPANTS: Extension agents in Hamilton, Lafayette, Polk and Bradford Counties, FL were instrumental in facilitating data collection at local schools, 4H club meetings and after-school programs. TARGET AUDIENCES: Target audience is extension agents, researchers, youth development professionals and after-school program staff as well as educators in elementary and middle schools. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
An examination of Internal Assets revealed that for Bradford youth, the highest score was for the category Positive Values (22.82) and the lowest category was Social Competencies (20.92). This Positive Values score revealed that youth self-report personal virtues such as honesty, integrity, responsibility and restraint, as well as caring about others and working for equality and social justice; while the lower Social Competencies score reveals less confidence in planning and decision making, cultural competence, and social skills involving the ability to build friendships, resist negative peer pressure, and resolve conflicts peacefully. Bradford youth had a range of contextual mean scores from 21.88-24.84 (Good). The highest contextual area was Family and the lowest area score was Personal. The Family context scale reflects assets related to home and family; while the Personal scale reflects individual characteristics. The Polk County youth External asset scores ranged from 28.33-28.37 (Excellent), while their Internal asset scores ranged from 26.95-28.38 (Excellent). Polk County youth clearly had more developmental assets than Bradford in all areas. Polk County youth had a total mean score of 28.35 on External Assets, while Bradford youth had 23.41. Polk County youth had a total mean score of 27.67 on Internal Assets, while Bradford youth had only 22.09. Overall, Polk County youth had a total score of 56.01 Developmental Assets out of 60 (Excellent); while Bradford youth had 45.50 (Good). For Polk youth, the highest score for External Assets was in the category Constructive Use of Time, which indicate a high degree of reported extra-curricular involvement in four areas (1) religious or spiritual activity, (2) a sport club or other group, (3) creative activities and (4) family life. The lowest score was in the category Empowerment, which is associated with reduced risk of depression, suicidal and self-injurious behaviors, and violence; and Boundaries and Expectations, related to a variety of youth outcomes, particularly high academic achievement (28.33 each). All external assets of Polk youth were approximately the same score. For Polk youth, the highest Internal Asset category was Commitment to Learning (28.38), including both the motivation and rewards related to learning; while the lowest category for youth was Social Competencies(26.95), a high score indicating a rich set of social competencies that reduce risk of a range of negative youth outcomes and promote thriving, particularly in affirmation of diversity and in leadership. Polk youth had a range of mean scores from 27.08-28.83. The highest contextual area was Family, suggesting a safe, warm, and supportive family, with good parent-child communication; and the lowest score was Social, an excellent score indicating characteristics such as support, role models, and helping others.
Publications
- Barnett, R.V. (2011). An ecological examination of developmental assets to aid retention of rural youth in agriculturally relevant communities. (In review: Journal of Community Psychology.)
- Barnett, R.V. (Presenter), Culen, G. & Payne-Purvis, C.M (2011). Youth involvement in community issues: Preliminary implications for parents, extension agents and after-school program staff. (Poster Display and Presentation. Annual Meeting of USDA Family Resiliency Conference/CYFAR. Chicago, IL. Presented April 27, 2011.
- Barnett, R.V. (Presenter), Fox, M.* & Culen, G. (2010). The relationship between competition and self-esteem among at-risk youth enrolled in an after school program. (Poster Display and Presentation). Annual Meeting of CYFAR.San Francisco, CA. Presented May 8, 2010.
- Barnett, R.V. (Presenter) & Forthun, L. (2009). Beyond Program Impact: Using Developmental Assets as an Indicator of At-Risk Youth Well Being. (Poster Display and Presentation). Annual Meeting of CYFAR. Baltimore, MD. Presented May 19, 2009.
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Progress 10/01/09 to 09/30/10
Outputs
OUTPUTS: This year the project focused on Activities and Events/ For Activities: analyzying data and starting to write journal articles that will take pieces of the project and disseminate the results out to the public. With a focus on Objectives 3. Collect data in one or more rural counties; conduct an analysis of DAP data in one or more rural communities to establish mean scores of developmenatal assets in each community; analyze data for each community by four inernal asset categories; analyze data for each community by five social context categories and 4, complete data collection; analyze data across all rural communities; analyze data by other dimensions of youth well=being and asset protective factors; analyze data to examine for differences by control variables representing age, gender, household size, rural location type, family compositon, and educaiton. Several years will be involved in completing all of the possible articles that can come from this project. Events: One poster was presented at a national conference in Spring 2010 on the initial overall findings for the total data collection on two variables and presented to an audience of national youth development professionals. This related to the self-esteem and competition variables of at-risk youth. Four counties of data have been collected to date, therefore, within and between analysis have been conducted at the preliminary level and are now still being explored at the deeper levels of analysis. These findings are being compiled into a research journal article format for submittal in 2011. A second article is ongoing and will also be completed for submittal in 2011 that will be an overall piece on the project results for the four counties with a focus on contextual and categorical variables from the total results approach. Individual aspects of thest two overarching analysis will be written up in separate articles. In this year, several of these individual aspects of the analysis have proceeded to the publication stage, including a focus on gender, resiliency, and developmental assets; and risky behaviors associated with a lack of assets and resiliency including specifically aspects of risky sexual behavior among adolescents. Assets are being explored in the contexts of personal, social, family, school, and community for each county and across counties. While the last year focused on the activities of data analysis of the first two counties, this year has introduced two more county level data sets for a total of four rural counties, leading to a wider and deeper capture of data on rural youth, their existing assets and deficits, and how this might factor into their resiliency. This will be turned into individual county level profiles at the end of the project. In regard to Dissemination: One county report, "Examining Youth Perceptions of Support in Hamilton County, Florida", has been completed in regard to the responses of individual items and presented to the county agents and school stakeholders. PARTICIPANTS: Four counties were identified for data collection. Rural youth participants for each county are as follows: Lafayette (64), Hamilton (233), Polk (220), Bradford (52) and another (12) rural youth participants from Polk/Bradford after-school programs for a total N of 581. TARGET AUDIENCES: Target audiences include the four rural counties participating in the project; state and national extension agents and faculty; local, state and national politicians; research faculty in land-grant institutions focused on youth community development; and youth and adults in rural communities. This research is focused on identifying assets/deficits of rural youth so that communities and adult leaders and citizens may be aware of such in order to offset those deficits and increase assets. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The project is still undergoing various stages of analysis of the multiple datasets in the study. This is the first year of analyzing the four county data set and findings are being written for dissemaination at this time. Data was collected in all four counties over a twelve month period between June 2007 and August 2008. Included in the study were 582 participants, however, one respondent did not complete the entire instrumentation, leaving a total response rate of 581 from all four counties, with relatively equal representation as follows: Bradford County (n=52); Hamilton County (n=233); Lafayette County (n=64); and Polk County (n=232). The DAP data revealed information about youth participants based on a short version individual profile that asked respondents to report on existing assets in two main categories, internal assets and external assets. Internal assets included categories of commitment to learning, positive values, social competencies, and positive identity. External assets included categories of support, empowerment, boundaries and expectations, and constructive use of time. Contextually, the data breaks down into five areas: Personal, Social, Family, School and Community. Mean scores were calculated for each community's youth overall and by each individual asset type and category. The Search Institute benchmarks will be considered to determine whether the local communities meet the recommended benchmarks for youth well-being (having a minimum of 31 assets out of 40). Frequencies, means, t-tests, correlations and ANOVAS have been conducted for data from all four counties.Data was analyzed by external and internal assets. Findings indicate that one county (Bradford) was significantly higher in both scores than the other three counties (Polk, Layayette, Hamilton) and the mean scores overall. Bradford DAP external score means were 15.51; Polk 114.07; Lafayette 14.12; Hamilton 13.09; Total (N=581) 13.81. Bradford DAP Internal score means were 15.31; Polk 13.64; Lafayette 13.59; Hamilton 14.11; and Total 13.97. Bradford scored significantly higher than the other three coutnies in terms of external categorical scores. Bradford Support mean score was 23.13; Polk 21.97; Lafayette 22.26; Hamilton 20.68. Bradford Empowerment mean score was 22.12; Polk 20.71; Lafayete 20.96; Hamilton 20.47. Bradford Boundaries and Expectations mean score was 23.88; Polk 21.67; Lafayete 21.71; Hamilton 20.30; Total mean 21.32. Bradford Constructive Use of Time mean score was 24.12; Polk 19.90; Lafayette 19.80; Hamilton 19.79 and Total mean score 20.22. Bradford Internal scores were significantly higher than the other three counties, except in Social Competencies where scores were similar across all four counties. Bradford Commitment to Learning mean score was 25.38; Polk 19.53; Lafayette 20.19; Hamilton 21.53; and Total mean score was 20.93. Bradford Positive Values mean score was 22.45; Polk 20.32; Lafayettte 20.52; Hamilton 20.39; and Total 20.57. Bradford Internal Social Competencies score was 20.82; Polk 20.24; Hamilton 20.80 and Total 20.67. Bradford Positive Identify mean score was 23.27; Polk 21.34; Lafalyette 20.60; Hamilton 22.12; Total 21.75.
Publications
- Barnett, R. V. & Brennan, M.A. (2009). Aggressors, victims and bystanders: Middle-school students learn how to respond to bullying. Journal of Youth Development,4, 2, Article 090402FA003,
- Barnett, R.V. (Presenter), Fox, M. & Culen, G. (2010). The relationship between competition and self-esteem among at-risk youth enrolled in an after school program. (Poster Display and Presentation). Annual Meeting of CYFAR.San Francisco, CA. Presented May 8, 2010.
- Brennan, M.A., Barnett, R.V., McGrath, B. (2009). The Intersection of youth and community development in Ireland and Florida: Building stronger communities through youth civic engagement. Community Development (Special Issue: Bridging Community and Youth Development).40: 331-345.
- Vargas, C., Brennan, M.A., & Barnett, R.V.(2009). Examining youth perceptions of support in Hamilton County, FL: Final report on youth development research.
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Progress 10/01/08 to 09/30/09
Outputs
OUTPUTS: This year of the Project focused on Objectives 02 and 03. This involved data analysis of the four counties youth responses on the DAP Survey. Objective 2 examined data in regard to whether the youth reported having external (support, empowerment, boundaries and expectations) and internal (commitment to learning, positive values, social competencies, positive identity) assets. Objective 3 analysis is to examine youth developmental assets in rural Florida communities according to five specific social contexts (Personal, Social, Family, School and Community). A comprehensive literature review on developmental asset research in these two approaches was conducted. Data analysis has begun to examine between and within differences across the four rural counties as well (Objective 05). This work is still in progress. PARTICIPANTS: Dr. Rose Barnett,Co-PI,is an educator who specializes in youth development issues with a focus on adolescent risk prevention and well-being. She earned a M.Ed. in Counselor Education (Florida Atlantic University) and a doctorate in Educational Leadership/Higher Ed. (University of Florida). Her post-doctorate was in the area of Graduate Studies and Research in Education at the UF College of Education.Her experience includes various projects aimed at benefiting urban and rural youth.She has served as PI or Co-PI of 12 projects since 2000 including the USDA CYFAR FL After-School Enrichment Project and FL Dept. of Education Region II Title I Technical Assistance Center for 16 school districts in North Central Florida.Rose has had extensive experience conducting research in the area of youth risk prevention, with a focus on reducing crime and violence in public schools in Florida while increasing positive youth development. Her research also investigates the effectiveness of prevention programs used to minimize incident rates specifically tied to bullying, aggression, and risky behaviors by adolescents. TARGET AUDIENCES: Target audience included approximately 20 youth in each county (Bradford and Polk) attending after-school programs and youth in each of the four counties not analyzed as after-school enrollees but as school-based participants. These youth are considered at-risk due to their low SES, free and reduced lunch status, and county profiles. In Bradford County, the youth were primarily from rural areas adjacent to Starke, FL, the site of a state penitentiary. The 17-19 participant youth were African American and ages 8-12. In Polk County, there were 11-19 youth ages 8-12, African American (9), Hispanic (1) and Unknown (4). They resided in Winter Haven in the area housing projects. The local community center was the site for the after school program. The communities benefited from the project as these youth were have been found to have developmental assets well above the national norm as a result of a USDA CYFAR project that provided care after-school that they would not have received otherwise. Efforts included aggregating data by these specific after-school participants data sets for two counties and analyzing data for each one as well as comparison data analysis. PROJECT MODIFICATIONS: It was a slight modification to aggregate this data to examine these extremely at-risk youth. These small two data sets for Bradford and Polk County had unusually low SES youth participants with hardships well beyond the average child. Therefore, it was an opportunity to conduct an examination specific to low income housing project youth in Polk and low income youth residing adjacent to a state penitentiary. In particular, these youth are among some of the worst hardship cases in the database and it was interesting to see how their assets increased over time as exposure to community involvement, recreation, and other after school program curriculum units affected their sense of self and well-being as reflected in their assets.
Impacts
The Search Institute Developmental Asset Profile (DAP)was used to examine developmental assets of youth in four rural counties. Initially, analysis has focused on those youth in an after-school program funded by CYFAR. At this point, analysis began to find positive outcomes for the youth as a result of the program. In particular, the data analysis discovered that at-risk youth had very high developmental assets when compared with national norms. This is a particularly good sign that the program has had major impacts on the youth. When analyzed for specific outcomes, youth were found to have gained in several social emotional aspects of development. In particular, youth in both programs had significant increases in the areas of self-respect, respect for others, respect for teachers and respect for parents. For at-risk youth, this was one of the most powerful impacts from the after-school program. This interesting use of the survey and results has been impactful for both this research project as well as the after-school project. After school programmers and researchers across the country have been interested in this aspect of the research. Analysis will continue to explore next all youth in the data set, not only those who are enrolled in after-school programs, to explore their county profiles as well as county differences and other aspects of the variables.
Publications
- Barnett, R.V. & Forthun, L.2009. Beyond Program Impact: Using Developmental Assets as an Indicator of At-Risk Youth Well Being. Poster Display and Presentation. Annual Meeting of CYFAR. Baltimore, MD. Presented May 19, 2009.
- Brennan, M.A., & Barnett, R. (2009). Bridging Community and Youth Development:: Exploring Theory, Research, and Application. Youth Community Development: Journal of the Community Development Society. 44(4). (In press.)
- Barnett, R.V. & Brennan, M.A. (2009). The Role of Youth in Advancing Community Development. Youth Community Development: Journal of the Community Development Society. 44(4). (in press).
- McGrath, B., Brennan, M.A., Dolan, P. & Barnett, R.V. (2009). Adolescent well-being and supporting contexts: A comparison of rural adolescents in Ireland and Florida. Journal of Community and Applied Social Psychology, 19, 4, 299-320.
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Progress 10/01/07 to 09/30/08
Outputs
OUTPUTS: This year of the Project focused on Objectives 01 and 02. Objective 01 involved data collection in four rural counties. This year allowed for data to be collected in two more counties and entered. This took much of the time for this year's progress on the project. The additional two counties were added to the original data set such that now there are four rural counties of data collected and entered: Bradford, Polk, Lafayette and Hamilton. This objective is: (02) Examine developmental assets and deficits specifically related to four external and four internal categories of youth in rural Florida communities. The identified approach to complete this was: Step (1a) Conduct a comprehensive review of academic and professional literature; and, Step (1b) Identify two to four rural Florida counties for extensive onsite research. While Step (1a) is an ongoing process throughout the project, the comprehensive literature review has been conducted for a basic profile of research designs, results and conclusions related to the identification of developmental assets of youth as follows: a. All articles found on search engines of the last two decades; b. All Search Institute articles and books; and c. Articles focusing on risk/protective factors and/or developmental assets of youth are continuously being integrated into the existing literature review. Summary of Literature Review (2006-2008). Step (1b). Identify two to four rural Florida counties for extensive onsite research. This study will investigate the links between developmental assets of youth to examine whether they have an effect on youth outcomes in rural Florida communities. This study will also strive to determine strategies and policy recommendations that will work toward increasing youth assets and reducing youth deficits in rural communities, leading to increased long-term outcomes. Two more counties were identified for extensive onsite research. Data has been collected utilizing the Developmental Asset Profile (DAP) from the Search Institute and the Youth, Community and Support in Florida questionnaire (Brennan & Barnett) during Year One and Year Two. Study participants were located with assistance from Florida 4-H Extension agents in Hamilton County and Bradford County. These youth development professionals collaborate with local schools and classroom teachers to provide programming to middle school youth. After the Extension agents recruited interested teachers and the research team received permission from each middle school principal, surveys were distributed to 7th-8th grade students during the regular school day. Classroom teachers conducted the surveys with assistance from Extension agents and researchers. A total of 233 surveys were completed by middle school youth in Hamilton County. All of these youth attend the same middle school. A total of 52 youth in Bradford County completed the surveys. All of these youth attend the same after school program. PARTICIPANTS: Four counties were identified for data collection. Rural youth participants for each county are as follows: Lafayette (64), Hamilton (233), Polk (220), Bradford (52); with another (12) rural youth participants from Polk/Bradford after-school programs for a total N of 581. TARGET AUDIENCES: Target audiences include the four rural counties participating in the program; state and national extension agents and faculty; local, state and national politicians; research faculty in land-grant institutions focused on youth community development; and youth and adults in rural communities. This research is focused on identifying assets/deficits of rural youth so that communities and adult leaders and citizens may be aware of such in order to offset those deficits and increase assets. Results may potentially assist in identifying priorities and planning efforts for the retention of rural youth in their agriculturally relevant communties to minimize out-migration. PROJECT MODIFICATIONS: Suwannee County was initially identified as an ideal site for this research, however, due to extension agent retirement and networking issues, Hamilton County replaced Suwannee County. In addition, some convenience data was collected in Alachua County through the local schools. Although not officially part of this plan, the data may eventually be added once it is examined and compared to existing data sets if it lends itself to the ruralness of the study.
Impacts
OUTCOMES The project is still undergoing various stages of analysis, discussion and conclusion of the multiple datasets in this study. As this is the second year of data collection, the focus has been on data collection and data entry to finish entering the complete set of data for the project. Now that part of the project is completed and analysis has begun. The initial analysis is to determine assets of youth and aggregate the data by External (Support, Empowerment, Boundaries and Expectations, Constructive Use of Time) and Internal (Commitment to Learning, Positive Values, Social Competence, Positive Identity) Assets. A. Developmental Asset Analysis of At-Risk Youth in Four Florida Rural Counties. Interesting results were recently discovered when comparing means scores of developmental assets in the four county data sets on External (Family Support, Empowerment, Boundaries and Expectations and Constructive Use of Time) and Internal Assets (Commitment to Learning, Positive Values, Social Competence, Positive Identity). Youth were administered the Search Institute's Developmental Asset Profile (DAP) to explore their assets at the end of the school year. The DAP has 58 short items that were analyzed for internal and external assets by eight categories and five contexts for the program participants. External assets of youth include: Support, Empowerment, Boundaries & Expectations, and Constructive Use of Time. Internal assets include: Commitment to Learning; Positive Values; Social Competencies; and Positive Identity. External and Internal Asset mean scores identify a range of assets for youth from Low (0-14); to Fair (15-20) to Good (21-25) to Excellent (26-30) each. This part of the analysis is on a 30 point scale which will need to be adjusted for the 40 Developmental Asset standard for national comparison. This will be done later in the project as results are determined. Bradford County At-Risk Youth. Using the DAP scores to interpret developmental assets of the at-risk youth, Bradford youth External asset scores ranged from 22.1-24.1 (Good), while their Internal assets ranged from 20.8-25.4 (Good). Therefore, this reveals that Bradford County youth had a slightly higher mean score in the external category. The External (E) mean score was 23.3 and the Internal (I) mean score was 23.0. Hamilton County youth mean asset scores are lower for External assets at 19.6 (E); and consistent for Internal at 21.2 (I).These are raw scores on the 30 point scale and are not yet converted to a national scale of 40. The total mean Asset score for Bradford youth is 46.2/60. For Polk County youth, Internal and External mean assets are also close at 20.8 (E) and 20.1 (I).Lafayette County youth assets means are 21.2 (E) and 20.4(I).
Publications
- Barnett, R. V. and Brennan, M.A. (2008). Youth Volunteers: The effects of influences, motivations and receptivity on volunteerism. International Journal of volunteer Administration, 25(1), 39-51.
- Barnett, R.V., Culen, G., Schmidt, L.M. & Fletcher, K. (2008) Florida After-School Program: Using a Research-Based Evaluation for Program Improvements Targeting At-Risk Youth. CYFAR Program and Abstract for Annual Meeting, San Antonio, TX.
- Saunders-Ferguson, K. E., Barnett, R.V., Culen, G., TenBroeck, S. (2008). Self-esteem assessment of adolescents involvement in horsemanship activities. Journal of Extension, 46(2), 9.
- Bates, S., Barnett, R.V., Brennan, M.A. and Israel, G.D. (2008). Gender role conflict and resiliency among adolescent/emerging adult males. In revision. Journal of Mens Studies.
- Brennan, M. A., Barnett, R.V. & Lesmeister, M.K. (2008). Enhancing local capacity and youth involvement in the community development process. Journal of the Community Development Society, 38(4), 13-27.
- Barnett, R.V. & Bates, S.L.(2008). Helping Teens Answer the Question Who Am I.Adolescent Development:Gender Development in Adolescent and Emerging Adult Males.University of Florida IFAS Extension.Publication FY.(4 Pages.)University of Florida IFAS Extension.
- Barnett, R. V.(Presenter),Culen, G.R.,Schmidt, L.M.,& Fletcher, K.M. (2008). Florida After-School Enrichment Program:Using Research-Based Evaluations for Program Improvements Targeting At-Risk Youth.Poster Display and Presentation.Annual Meeting of CYFAR,San Antonio,TX. Presented May 6,2008.
- Brennan, M.A., Barnett, R. & Lesmeister, M. (2008).An exploration of factors shaping youth involvement in community development: Findings from a survey of Florida youth. Journal of the Community Development Society. In press.36 pages.
- Barnett, R.V. & Brennan, M.A.(2008).Youth Volunteers:The Effects of Influences, Motivations and Receptivity on Volunteerism.International Journal of Volunteer Administration,25,1,pp.39-51.
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Progress 10/01/06 to 09/30/07
Outputs
OUTPUTS: This first year of the Project focused on Objective 01. This objectiveis: (01)Identify and examine developmental assets of youth in rural Florida communities. The identified approach to complete this was: Step (1a) Conduct a comprehensive review of academic and professional literature; and, Step (1b) Identify two to four rural Florida counties for extensive onsite research. While Step (1a) is an ongoing process throughout the project, the comprehensive literature review has been conducted for a basic profile of research designs, results and conclusions related to the identification of developmental assets of youth as follows: a. All articles found on search engines of the last two decades; b. All Search Institute articles and books; and c. Articles focusing on risk/protective factors and/or developmental assets of youth are continuously being integrated into the existing literature review. Summary of Literature Review (2006-2007). Step (1b). Identify two to four rural
Florida counties for extensive onsite research. This study will investigate the links between developmental assets of youth to examine whether they have an effect on youth outcomes in rural Florida communities. Two counties were identified for extensvie onsite research. Data has been collected utilizing the Developmental Asset Profile (DAP) from the Search Institute and the Youth, Community and Support in Florida questionnaire (Brennan & Barnett) during Year One and is being currently in the process of data analysis. Study participants were located with assistance from Florida 4-H Extension agents in Polk County and Lafayette County. A total of 224 surveys were completed by middle school youth in Polk County. A total of 50 youth in Lafayette County completed the surveys. Further, data was collected in Alachua County at the university for a thesis using a population of mostly 18-19 year old males (n=356)described below), as well as from students in a local high school magnet program.
Last, an additional data set was collected at the CYFAR Florida After School Enrichment Program of approximately 20-25 high at-risk youth at both programs so that this special population might be examined. Activities. A masters thesis was designed and conducted and mentoring provided in order to examine the relationship between gender role conflict and propensity for suicidality in adolescent and emerging adult males. The four component factors of gender role conflict were related to resilience as measured by developmental assets. Results of the thesis study were presented in a poster session at the 2007 UF IFAS Graduate Research Symposium. An article has been prepared for submittal to a journal. Further, analysis of the two after-school programs was included in results of the CYFAR report.
PARTICIPANTS: Faculty collaborators were Mark Brennan, Eboni Baugh and Jerry Culen. Professional staff collaborators included Keith Gouin and Kate Fletcher. Youth and county extension agents in Bradford, Polk and Lafeyette counties participated in the project. In addition, graduate students Stephanie Bates and Sally Moore assisted on the data entry and analysis. The Alachua County Schools assisted through the Academy of Entrepreneurship for additional data collection as did the University of Florida students in general education classes.
TARGET AUDIENCES: After-school program managers, youth development specialists, county extension agents, volunteers and parents are the primary target audience while teachers, school administrators, coaches, club sponsors and students are the secondary target audience.
PROJECT MODIFICATIONS: Additional data was collected on specific sub-populations of at-risk youth and youth in an entrepreneurship magnet program to explore assets of youth at high-risk as well as youth learning thriving skills to succeed in their community.
Impacts
A. Developmental Asset Analysis of At-Risk Youth in Two Florida Rural County After-School Programs. Bradford youth External asset scores ranged from 21.46-24.28 (Good), while their Internal assets ranged from 20.92-22.81 (Good); specifically in Boundaries and Expectations (24.28), while the lowest score was in Empowerment (21.46). This suggests reporting of consistently clear rules and consequences at home, school and in the neighborhood, plus positive role models among friends, family, and outside the family; while the Empowerment score suggests that they may feel safe across many contexts, and valued and respected by others. Internal Assets revealed that the highest score was Positive Values (22.82) and the lowest was Social Competencies (20.92). Youth self-reported personal virtues such as honesty, integrity, responsibility and restraint, as well as caring about others and working for equality and social justice; and less confidence in planning and decision making,
cultural competence, and social skills involving the ability to build friendships, resist negative peer pressure, and resolve conflicts peacefully. Bradford youth had a range of contextual mean scores from 21.88-24.84 (Good). The highest was Family and the lowest was Personal. The Polk County youth External asset scores ranged from 28.33-28.37 (Excellent), while their Internal asset scores ranged from 26.95-28.38 (Excellent). Polk County youth had a total mean score of 28.35 on External Assets, while Bradford youth had 23.41. Polk County youth had a total mean score of 27.67 on Internal Assets, while Bradford youth had only 22.09. Overall, Polk County youth had a total score of 56.01 Developmental Assets out of 60 (Excellent); while Bradford youth had 45.50 (Good). For Polk youth, the highest score for External Assets was in Constructive Use of Time, which indicates a high degree of reported extra-curricular involvement. The lowest score was in the Empowerment, which is associated
with reduced risk of depression, suicidal and self-injurious behaviors, and violence; and Boundaries and Expectations, related to a variety of youth outcomes, particularly high academic achievement (28.33 each). All external assets of Polk youth were approximately the same score. For Polk youth, the highest Internal Asset category was Commitment to Learning (28.38), including both the motivation and rewards related to learning; while the lowest category for youth was Social Competencies(26.95), indicating a set of competencies that reduce risk of a range of negative youth outcomes and promote thriving, particularly in affirmation of diversity and in leadership. Polk youth had a range of mean scores from 27.08-28.83. The highest contextual area was Family, suggesting a safe, warm, and supportive family, with good parent-child communication; and the lowest score was Social, an excellent score indicating characteristics such as support, role models, and helping others. This provides
support that youth are benefiting from the overall impact of the program and the programs are affecting their overall general well-being.
Publications
- Barnett, R.V. & Brennan, M.A. (2007). Youth volunteers: The effects of influences, motivations, and receptivity on volunteerism. The International Journal of Volunteer Administration. (In review.)
- Bates, S.L., Barnett, R.V., Brennan, M.A. & Israel, G.D. (2008). Gender role conflict and resiliency in adolescent/emerging adult males. Journal of Men and Masculinity. (In review.)
- Brennan, M.A., Barnett, R.V. & Baugh, E. (2007). Youth involvement in community development: Implications and possibilities for extension. Journal of Extension (In press.)
- McGrath, B., Brennan, M.A., Dolan, P. & Barnett, R.V. (2007). Adolescent well-being and supporting contexts: A comparison of rural adolescents in Ireland and Florida. (In revision: Journal of Community and Applied Social Psychology.)
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