OVERVIEW

The Positive Youth Development Program is designed to enhance general social competence promotion and prevent substance use in adolescents. Program curriculum is delivered in the classroom, and comprises lessons on stress management, self-esteem enhancement, problem-solving, health information, assertiveness, and the use of social support networks. An experimental evaluation indicated that at the end of the Positive Youth Development Program, participants had better coping, stress management, problem-solving, and conflict resolution skills than students who were not in the program.

DESCRIPTION OF PROGRAM

Target population: The Positive Youth Development Program (Caplan et al., 1992; Weissberg, Barton, & Shriver, 1997) focuses on general social competence promotion and substance use prevention. Program curriculum addressed stress management, self-esteem enhancement, problem-solving, health information, assertiveness, and the use of social support networks.

EVALUATION(S) OF PROGRAM

Evaluated population: 282 classes of middle school students

In the experimental evaluation of the program, classes of middle school students were randomly assigned to either a treatment or control group. The treatment group received the established program curriculum (described above). At the end of the program, youth in the treatment group had better coping, stress management, problem-solving, and teacher-rated conflict resolution skills than the control group youth.

SOURCES FOR MORE INFORMATION

References:

Caplan, M., Weissberg, R. P., Grober, J. S., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60, 56-63.

Weissberg, R. P., Barton, H. A., & Shriver, T. P. (1997). The social-competence promotion program for young adolescents. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works (pp. 268-290). Thousand Oaks, CA: Sage Publications, Inc.

Program also discussed in the following Child Trends publication(s):

Hair, E. C., Jager, J., & Garrett, S. B. (2002). Helping teens develop healthy social skills and relationships: What the research shows about navigating adolescence (Research brief). Washington , DC : Child Trends.

Hair, E. C., Jager, J., & Garrett, S. B. (2001). Background for community-level work on social competency in adolescence: Reviewing the literature on contributing factors. Washington, DC: Child Trends.

SUMMARY & CATEGORIZATION

Program categorized in this guide according to the following:

Evaluated participant ages: Middle school students / Program age ranges in the Guide: 12-14

Program components: School-based

Measured outcomes: Social/emotional

Program information last updated 12/31/01.

© Child Trends 2003