California's Resilience Youth Development Module

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Mandated in California schools, Grades 5, 7, 9, 11. Based on CSS and ... Page 10 ... the California. Resilience. Youth Development. Module: Internal Assets and .... Filipino. 22,747. 16.2. 4.1. 0.84. 0.44. Japanese. 4,042. 17. 4.4. 0.85. 0.55.
California’s Resilience Youth Development Module: Resources for Everyday Use

Recognitions and Thank Yous WestEd California Department of Education Greg Austin and Bonnie Benard

California Healthy Kids Survey Core and other modules Focus Today: Resilience Youth Development Module Mandated in California schools, Grades 5, 7, 9, 11 Based on CSS and YRBS www.wested.org/hks

CHKS and RYDM

Access your district reports

Modules A and B



Resilience is a capacity for healthy development and successful learning innate to all people (Bernard, 1996)

(Bernard, 1996, 2004)

ADD Health School Connectedness

Process Note •

First, review CHKS RYDM Model and CSP Study Results



Second, review study that focused on CHKS ADD Health School Connectedness Scale



Third, discuss some practical applications and interventions

CHKS RYDM Study

CHKS Results 2006–2008

Module A CHKS Results

RYDM Internal Assets

Hanson & Kim (2007) Hanson, T. L., & Kim, J. O. (2007). Measuring resilience and youth development: the psychometric properties of the Healthy Kids Survey. (Issues & Answers Report, REL 2007–No. 034). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from http:// ies.ed.gov/ncee/edlabs

(Bernard, 1996, 2004)

ADD Health School Connectedness

School Support

Developing Norms for the California Resilience Youth Development Module: Internal Assets and School Resources Subscales Michael J. Furlong Kristin M. Ritchey Lindsey M. O’Brennan UC Santa Barbara

Table 1 Means/Males

Table 2 Means/Females

Table 3 Correlations

Individual RYDM Norms

Review Paper and RYDM Assessment

WHAT DOES IT MEAN TO BE CONNECTED TO SCHOOL?

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ACTIVE INGREDIENTS • Attachment Model (Wehlege, Battistich, & Rutter) • • •

Meets core human need to belong and attach to others Positive relationships lead to social belonging which leads to academic engagement Academic behavior follows from identification

• Social Support Model (Demaray & Maleck) • Support problem solving, coping, and perceived alternatives

• Resiliency Model (Blum and colleagues) • Connectedness to school increase student’s likelihood of withstanding other detrimental life factors 23

TERM-INITIS Can be referred to as: ‣ School Bonding ‣ School Engagement ‣ School Attachment ‣ Student-teacher Relationship ‣ School Climate

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DIFFERENT NAME BUT SAME CONCEPT? Libbey (2004) found common themes despite the terminology used School Connectedness relates to: Academic Engagement Sense of Belonging Perceived Fairness of School Discipline Affinity for School Opportunities for School Participation Involvement in Extracurricular activities Peer Relationships Perceptions of Safety Teacher Support 25

DOES “IT” HELP? Reduced substance use (Wang, Matthew, Bellamy, & James, 2005) Reduced aggressive behavior (Brookmeyer, Fanti, & Henrich, 2006) Less likely to drop out of school (Miltich, Hunt, & Meyers, 2004) Higher overall life satisfaction (You et al., 2008) Better able to envision meeting future goals (You et al., 2008) More academic motivation and increased academic success (Anderman & Freeman, 2004)

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NOT QUITE SO EASY... A lot of measurement issues Little psychometric data on scales Inconsistent use of wording Few cross-cultural studies Little known on how students can stay connected to school? 27

HOW CAN WE MEASURE SCHOOL CONNECTEDNESS? ADD Health School Connectedness Scale CHKS RYDM

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ADOLESCENT HEALTH STUDY Had biggest impact on school connectedness literature

➡ Cited 2,151 times in Google Scholar! Surveyed 12,118 adolescents in grades 7-12 Found that high school connectedness = lower emotional distress, suicidal involvement, involvement in violence, substance use, and delayed sexual behavior Resnick, Bearman, Blum, Bauman, Harris, et al. (1997). Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278, 823-832. 29

SCHOOL CONNECTEDNESS SCALE Questions asked to all students on CHKS:

• I feel close to the people at school • I feel a part of school • I am happy at school • Teachers treat students fairly at school • I feel safe at school 30

UNDERLYING CONSTRUCTS McNeely (2005) found 2 correlated factors of school based on School Connectedness Scale Social Belonging “The social belonging measure was based on a scale developed and validated by Bollen and Hoyle (1990) in a sample of college students and a sample of adult community members” Student-Teacher Relationship “I have yet to identify the source of the three items measuring the student-teacher relationship and do not know if they were conceptualized to measure a single construct”

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MCNEELY (2005) Used 7 items—EFA = 2 factor: safety item double loaded Reliabilities Social Bonding about .78 Student-Teacher Relationship about .65 Much less reliable for Hispanics, Asian, American Indian CFA fits 2-factor model, first factor much better Predictive validity not very strong ADD Health data source McNeely (2004; JSH special issue) same data 6 items only, safety item not mentioned 32

HOW DOES THIS RELATE TO CALIFORNIA SCHOOL PSYCHOLOGISTS?

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Psychometric Properties of the ADD Health School Connectedness Scale for 18 Sociocultural Groups Michael J. Furlong Lindsey M. O’Brennan Sukkyung You UC Santa Barbara

CALIFORNIA HEALTHY KIDS SURVEY (CHKS) Grades 7, 9, and 11 Every 2 years, since 1998 Statewide All 58 Counties Surveillance Survey Resiliency Youth Development Module Includes the School Connectedness Scale originally from Longitudinal Study of Adolescent Health 35

CALIFORNIA HEALTHY KIDS SURVEY (CHKS) 500,800 students 18 sociocultural groups identified Grade 7 (36%) Grade 9 (33%) Grade 11 (28%) 99% between 12 to 17 years old 54% Female and 46% Male 36

DESCRIPTIVE INFORMATION A 2 (gender = male, female) x 3 (grade = 7, 9, 11) x 18 (sociocultural groups) ANOVA using Tukey post hoc comparisons Mean differences between groups were quite modest less than 1% of variance due to sociocultural group SCS mean = 16.6 (SD = 4.3; range 5-25) 16.4 (SD = 4.5) males and 16.8 (SD = 4.2) for females. Ranged from 15.2 for Black students 17.2 for White and Asian Indian students Sociocultural group post hoc tests: Black, Cambodian, Laotian, and Puerto Rican < Chinese, Japanese, White and Asian Indian 37

SCS SCORES BY GROUP Sociocultural Group American Indian Black White Asian Indian Cambodian Chinese Filipino Japanese Korean Laotian Vietnamese Central American South American Cuban Mexican American Puerto Rican Pacific Islander Blended heritage Combined Total

N 8,165 25,616 172,987 5,376 2,797 18,752 22,747 4,042 7,824 2,923 7,849 14,346 6,979 1,935 154,859 2,861 3,617 37,125 500,800

M

SD

alpha

r SCS/SSS

16.1 15.2 17.2 17.2 15.3 17 16.2 17 16.6 15.5 16.4 16.3 16.5 16.1 16.3 15.7 16.3 16.6 16.6

5 4.7 4.3 4.7 4.6 4.1 4.1 4.4 4.3 4.8 4.1 4.3 4.4 4.5 4.3 4.5 4.6 4.3 4.3

0.86 0.82 0.83 0.87 0.84 0.84 0.84 0.85 0.84 0.85 0.83 0.83 0.83 0.83 0.83 0.83 0.84 0.82 0.83

0.53 0.45 0.52 0.55 0.49 0.51 0.44 0.55 0.47 0.47 0.46 0.46 0.48 0.51 0.47 0.5 0.51 0.51 0.5

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ANALYSIS PLAN Confirmatory factor analyses Robust estimation using the EQS Structural Equation Modeling Software Anderman (2002) found one factor Examination measurement invariance of the SCS across groups Measurement invariance indicators of a construct reflect equivalent domain representations, mathematical equality of measurement parameters Configural—tested one-factor structure in each sociocultural group Metric—tested equivalency of factor loadings across using baseline model Scalar—examined tenability of the equal factor intercepts across groups 39

CONFIGURAL INVARIANCE Random subsample of 1,000 for each group Does common factor structure describe all 18 sociocultural groups? Model fit was satisfactory across all groups Yes, one-factor measurement model invariant across the 18 sociocultural groups

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FACTOR SOLUTION BY SOCIOCULTURAL GROUP Group

S-B X2

df

CFI

NNFI

American Indian

28.67

5

0.987

0.974

.069(.046, .094)

Black

36.9

5

0.978

0.956

.080(.057, .105)

White

20.84

5

0.988

0.975

.056(.033, .082)

Asian Indian

38.93

5

0.98

0.961

.082(.059, .107)

Cambodian

27.81

5

0.983

0.966

.068(.044, .093)

Chinese

30.8

5

0.98

0.959

.072(.049, .097)

Filipino

33.9

5

0.975

0.949

.076(.053, .101)

Japanese

25.61

5

0.985

0.97

.064(.041, .090)

Korean

37.02

5

0.974

0.948

.080(.057, .105)

Laotian

36.42

5

0.982

0.964

.079(.056, .104)

Vietnamese

38.7

5

0.972

0.944

.082(.059, .107)

Central American

21.56

5

0.987

0.973

.058(.034, .084)

South American

27.16

5

0.982

0.964

.067(.043, .092)

Cuban

36.9

5

0.977

0.954

.080(.057, .105)

Mexican American

31.01

5

0.977

0.955

.072(.049, .097)

Puerto Rican

31.69

5

0.981

0.963

.073(.050, .098)

Pacific Islander

34.82

5

0.98

0.96

.077(.054, .102)

Blended

33.7

5

0.976

0.952

.076(.053, .101)

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RMSEA (CI)

SCS CORRELATIONS School Connectedness Scale Correlations with Other Positive Youth Development Indicators

0.64

0.58 0.49

Hope

Gratitude 42

Life Satisfaction

So what…

USA Centers for Disease Control Likes Connectedness Access this report Link

SCHOOL CONNECTEDNESS STRATEGIES FOR INCREASING PROTECTIVE FACTORS AMONG YOUTH

Check & Connect Relationship Building Routine Monitoring of Alterable Indicators Individualized and Timely Intervention Long-Term Commitment Persistence Plus Problem-Solving Affiliation with School and Learning

Monitors/Mentors



Responsible for facilitating a student’s connection with school and learning



Promote regular school participation and keep education a salient issue for students, parents, and teachers



Modeled after commonly identified protective factor in resiliency literature: presence of a supportive adult

• •

Fuel motivation Foster development of necessary life skills

What’s in a name? Checking

• • •

Continuous assessment of student engagement Monitor monthly using a monitoring sheet Alterable Indicators: Attendance • Social/behavior performance • Academic performance •

Connecting



Routinely converse with each student about progress in school, importance of staying in school, problem-solving, other “check” indicators of engagement

Resourceful Adolescent Program (RAP) •

Developed to build resilience and promote positive mental health in teenagers



3 Components



RAP-Adolescents



RAP-Parents



RAP-Teachers

RAP-Teachers program •

Aims of Program



Increase recognition of the importance of school connectedness among teachers



Help teachers manage their own stress



Assist teachers with resources that foster school connectedness and everyday interactions with students and parents (newsletters, workbooks, classroom activities, daily interactions)

WISE MODEL Warmth & Empathy get to know your students, provide positive feedback, recognize all students, don’t play favorites

Inclusion encourage group cohesiveness, facilitate discussions about group differences, integrate new students

Strength Focus recognize achievements, recognize your personal strengths as a teacher, foster a belief in self and others

Equity and Fairness be facilitative rather than authoritarian, create an environment of openness

Take home message •

Connectedness is a conclusion/paradigm constructed by the child in response to the perception of her or his place, role, and status in the school’s social contexts

• •

It is a stable, but modifiable



Hopefully, this is an accurate perception—that is, she or he is truly valued and included

Goal is not just to encourage positive behavior, but to help students to perceive their schools in positive ways and themselves as valued citizens of the school and ultimately the broader community

Some Practical Implications •

Given the large normative database for California, consider using as a social-emotional assessment screener



Access district or regional database for a highly relevant comparison group



Develop local norms based on grade, age, ethnicity, and gender



Updates occur every two years



Use as a low-cost, meaningful instrument to include as a strength-based assessment in your work

CNCSP 292

RYDM-Validity

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http://www.zoomerang.com/ Survey/?p=WEB22A9REHRN99

Individual RYDM online

XNATIONAL CO-VITALISM PROJECT Self Efficacy RYDM

Persistence RYDM Self Awareness

BERS Emotional Regulation

Self-Control

Social Skills Empathy

Belief in Self Academic Resilience

Social-Emotional Competence

Martin-Marsh

Family BERS School Supports RYDM

RYDM Peer

Life Satisfaction

Social Connectedness ADD Health Connectedness

Emotional Well-Being

SDQ

Meaningful Involvement

Trust Hostility

Belief in Others Emotional Support Family Emotional Support Adults

Mindfulness Larson Temporal Arc

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Gratitude

Keyes

RYDM MP

Hope

Past, Present, Future Linkages

Comments & Questions

CNCSP 292

RYDM-Validity

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AGAIN, FOR MORE INFORMATION WestEd www.wested.org/hks Mike Furlong http://web.me.com/ michaelfurlong

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