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
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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
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Second, review study that focused on CHKS ADD Health School Connectedness Scale
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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
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Responsible for facilitating a student’s connection with school and learning
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Promote regular school participation and keep education a salient issue for students, parents, and teachers
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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
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3 Components
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RAP-Adolescents
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RAP-Parents
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RAP-Teachers
RAP-Teachers program •
Aims of Program
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Increase recognition of the importance of school connectedness among teachers
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Help teachers manage their own stress
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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
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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
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Access district or regional database for a highly relevant comparison group
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Develop local norms based on grade, age, ethnicity, and gender
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Updates occur every two years
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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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