Intro Slides Celeste Janssen Institute for Youth Success January - - PowerPoint PPT Presentation

Intro Slides

Celeste Janssen Institute for Youth Success January 2019

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Quality Standards & Guidelines

The following are examples of quality improvement systems that states, afterschool networks, government

• rganizations (e.g., child and family services) or other organizations.

Different ways to advance quality

Landscape of Quality in OST

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Assessment Tools Core Knowledge & Competencies Credential System Quality Rating & Improvement System

(American Institute for Research, 2017)

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Standards of Accreditation Processes to ensure quality in Oregon public schools

Landscape of Quality – K-12 Example

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MAPS + accreditation process Educator Licensure Educator Performance and Appraisal System ESSA Metrics

How to Effectively Transfer Knowledge to Practice

Knowledge Level Skill Attainment Transfer to Practice

Training with Theory and Discussion 10% 5% 0% Training with Theory, Discussion, and Demonstration 30% 20% 0% Training with Theory, Discussion, Demonstration, and Feedback 60% 60% 5% Training with Theory, Discussion, Demonstration, and Feedback and Coaching

95%

95% 99% (Joyce and Showers, 2002)

50 50%

Site managers who are focused on improving quality High & clear expectations by and for staff Tools to assess performance and feedback

• n performance

Opportunities for staff in decision-making

Continuous Improvement Cycle

1 2 3 4 5

In-service training to build professional knowledge and skills 5 Key Practices for Continuous Improvement

(Smith, Akiva, Sugar, Devaney, Lo, Frank, 2013; available at : http://cypq.org/sites/cypq.org/files/ExecutiveSummary2.29.pdf

Why Youth Programs Do What They Do

The Theory that Guides You

Celeste Janssen Institute for Youth Success January 2019

Culturally- Responsive Practice Attachment Theory Skill Building

Putting Together a High Quality Youth Program

Relationship building Youth Voice Restorative Practice

Celeste’s Disclaimers

We’ve got lots of people with expertise in this room Many theories were developed by academics (and they are biased) These theories are overlapping & they build upon each other Youth development is “interdisciplinary” There is no “best” program. Every program is different. You’ll see a lot of “yes, we do that” throughout this presentation. I’m going through a lot, fast, and I’m missing a lot. You’ll see a lot of “I’m not sure” or “maybe” or “not yet, but we’re working on it”

Theoretical Basis to the Youth Program Quality Assessment

Engagement

Plan; Make choices; Reflect

Interaction

Lead and mentor; Be in small groups; partner with adults; Experience belonging

Photos Drink

Safe Environment

Psychological and emotional safety; Program space and furniture; Emergency procedures; Healthy food and drinks; Physically safe environment

Supportive Environment

Encouragement; Reframing Conflict; Skill building; Session flow; Active engagement; Welcoming atmosphere

Domains assessed by the Youth Program Quality Assessment

Pyramid of Instructional Quality

In 2002, the National Research Council identified eight qualities as key features of youth development programs:

1.Physical and psychological safety 2.Appropriate structure 3.Supportive relationships 4.Opportunities to belong 5.Positive social norms 6.Support for efficacy and mattering 7.Opportunities for skill building 8.Integration of family, school and community efforts

2002 Approach to Quality

(Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

In 2002, the National Research Council identified eight qualities as key features of youth development programs:

1.Physical and psychological safety 2.Appropriate structure 3.Supportive relationships 4.Opportunities to belong 5.Positive social norms 6.Support for efficacy and mattering 7.Opportunities for skill building 8.Integration of family, school and community efforts

2002 Approach to Quality

(Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

Designing Culturally-Responsive Organized After-School Activities (2017)

Quality Learning Environments Matter . . . a Lot

Mean Math Improvement

Low Quality Medium Quality High Quality

Data from Seattle Public Schools Summer Learning Programs

Human Development During Mid-Adolescence & Adolescence

What is Human Development? Growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

• -American Psychology Association

Stages or Phases of Development Researchers and theorists have proposed many different stages and there is no agreement on “the” stages. Some examples:

• Piaget: 4 stages of cognitive development
• Erickson: 8 stages of psychosocial development
• Hedegaard: 3 stages of motives for development in childhood

Denham’s Stages of Social Emotional Development

Level Developmental Tasks Middle and high school

• Form closer relationships with peers of both genders
• Manage increasingly complex academic content and tasks with increasing

independence from adults

• Effectively manage transitions to middle and high school
• Increase independence from adults
• Begin preparing for adult roles
• Develop an ethical value system that allows for responsible decision-making and

responsible behavior toward others Denham (2015)

Attachment Theory John Bowbly studied infants and based on their responses, found four primary types of attachment behavior. Children, youth, and adults react to relationships through their attachment lens.

Infant Behavior Adult Narrative

Secure Secure Avoidant Dismissing Ambivalent Preoccupied Disorganized/ Unresolved/ Disoriented Disorganized

Daniel Siegel, M.D. (2010)

How Theory Shows Up In OST Practice Activities, staff development, materials, evaluation outputs and outcomes focused on:

• identity building, independence, peer interactions
• attachment, attunement

Program Design Program Implementation Program Evaluation

Starting Out Off Track Doesn’t Mean You Stay Off Track … and vice versa

Key y Det eterminan erminants ts of Be Being ng “On Track”

Famil ily Forma mati tion:

• n:

Marriage, Delayed parenthood, Maternal education & employment Normal birthweight babies Early y chil ildhood dhood (0-5) 5): Reading & math skills Social behavior Mid iddl dle c e chil ildhood: dhood: (5-11) 1) Reading & math skills Social-emotional skills Ado dolescen escence ce (11-19): 9): High school grad w/c+ No convictions, No children Young g Adu dults ts (19-29): 29): Live independently P.S. degree or above poverty income

s s s s s

Kids Born to Less Advantaged Families are Less Likely to be On Track at each Life Stage

Social & Emotional Development

Non-Cognitive Skills 21st Century Skills Deeper Learning College and Career Readiness Soft Skills Academic Mindsets

Character Student Agency Emotional Intelligence Nonacademic Skills Employability Skills

Social Emotional Development Emerges Over Time

Cognitive Domain Emotion Domain Social Domain Pro-social & Cooperation Conflict Resolution Understanding Social Cues Empathy & Perspective- Taking Planning, Organizing, Setting Goals Basic Social Engagement Emotion Knowledge & Expression Emotion & Behavior Management Working Memory Attention Control Response Inhibition Cognitive Flexibility

1 2 3

Emerge First & Grow Significantly Emerge Next Become More Sophisticated

Jones & Bailey, 2012.

What is Social Emotional Development

Cognitive

Emotion Social

Beliefs/ Know- ledge of Self & Identity Character /Values

Personality Managing & shifting attention, controlling impulses, planning & goal setting, critical thinking Emotion knowledge and expression, emotion & behavioral regulation, empathy Understanding social cues, social perspective taking, prosocial behavior, conflict resolution, social problem solving Self-efficacy, growth mindset, agency, self- esteem, self- knowledge, purpose Ethical, performance, intellectual, and civic values Optimism, gratitude,

• penness,

enthusiasm, zest Skills/Competencies Belief Ecology Slide Credit: Harvard Graduate School of Education. EASEL lab.

Other SEL Frameworks

Other SEL Frameworks

Example: Specific Domain Self-efficacy may be especially important for traditionally underserved students, such as those from historically marginalized race/ethnicities and girls in STEM.

• Collective self-efficacy helps such students by supporting them

to work with others to create changes that benefit the larger community.

• Woods’ research suggests African American students may need

to be explicitly told they are able and capable of succeeding in school—even if this kind of feedback may not be helpful for white students because it provokes a fixed mindset about ability.

Example: SEL in a group (a context) Fryberg is studying how cultural models of academic performance can be used to boost SEL development in Native communities

• The best predictor of Native American students’ grades is the

extent to which they trust their teachers, which relates to their sense of belonging in the classroom

• Native American students are more motivated to pursue

education when the message is framed to build from cultural models and strengths:

• Education is a tool to help family and community, not just the self
• “Getting an education will benefit your tribe in the future”

https://www.youtube.com/watch?v=Ax8-iQjWNFk

When Do You Persevere?

The Marshmallow Experiments

Children who were able to delay gratification longer had:

• Higher SAT scores
• Higher educational attainment
• Lower BMI
• Better physical health
• Less drug use

Children who used distraction techniques were more likely to be able to delay gratification. They had a self-regulation strategy to use.

Self-Regulation Changes Based on Changes in the Environment

2 4 6 8 10 12 14

Unreliable adult Reliable adult

Delay Time (minutes)

Figure adapted from Kidd, Palmeri, & Aslin (2013)

How Theory Shows Up In Practice What does SEL program design and implementation look like:

• SEL Exposure (modeling)
• Explicit Instruction (teaching)
• Opportunities to practice (Practice & discuss)

Program Design Program Implementation Program Evaluation

Positive Youth Development

40 Development Assets

4C’s AKA 5C’s AKA 6C’s Rick Little (International Youth Foundation) plus Rich Lerner, etc:

• 1. Competence
• 2. Confidence
• 3. Connection
• 4. Character
• 5. Caring (added in 1995)
• 6. When all 5Cs develop, Contribution emerges

7C’s of building Resilience Pediatrician Kenneth Ginsberg:

• 1. Competence
• 2. Confidence
• 3. Connection
• 4. Character
• 5. Contribution
• 6. Coping
• 7. Control

Sparks Developed by Dr. Benson at the Search Institute Research on why a driving passion can promote great outcomes. Research on % of youth and adults with sparks, benefits of having sparks. Adults can be “spark champions”.

Youth Adult Partnership

Risk and Protective Factors

What else do you know exists in this space?

Other impact frameworks

01 06 02 05 03 04 Other Frameworks exist?

Hawkins & Catalino

The Science of Learning

Learning Happens Socially

Vygotsky observed that children learn when they are supported in a cognitive apprenticeship with an adult

• Scaffolding allows students to work in their

zone of proximal development (ZPD), where they need some assistance (the scaffold) to learn and thus are somewhat challenged

• Teachers remove scaffolds as students learn

the content or task, gradually working to mastery

Vygotsky (1978) Image: http://21stcenteducators.blogspot.com/2015/09/zone-of-proximal-development.html

Experiential Learning

Relationships

You May Not Run a Mentoring Program but…

“The bottom line from my research is that the mentoring provided by staff is the most important strength of afterschool programs.”

• -Dr. Bart Hirsch, Northwestern University

Jean Rhodes Conceptual Model of Mentoring

Mentoring Research-informed practices Evidence-based Standards and Benchmarks Enhancements that can promote relationship quality and strong outcomes Recommendations on program management, leadership, evaluation, and core principles youth mentoring organizations

“Positive Caring Adult”

“Whether the burdens come from the hardships of poverty, the challenges of parental substance abuse or serious mental illness, the stresses of war, the threats of recurrent violence or chronic neglect, the single most common finding is that children who end up doing well have had at least one stable and committed relationship with a supportive parent, caregiving or other adult…

“Positive Caring Adult” part 2

“These relationships provide the personalized responsiveness, scaffolding, and protection that buffer children from developmental disruption. They also build key capacities—such as the ability to plan, monitor and regulate behavior, and adapt to changing circumstances- that enable children to respond to adversity and to thrive.”

• National Scientific Council on the Developing Child

Developmental Relationships Julian and Li (2012) Across all youth interventions, there is ONE KEY THING: A developmental relationship:

• 1. Attachment
• 2. Reciprocity
• 3. Progressive Complexity
• 4. Balance of Power

Search Institute (2010) Released a new framework, zeroing in on developmental relationships:

Focus of developmental relationship Specific actions

Express CARE Be Dependable, Listen, Believe in me, Be Warm, Encourage Challenge GROWTH Expect my best, Stretch, Hold me accountable, Reflect on failures Provide SUPPORT Navigate, Empower, Advocate, Set boundaries Share POWER Respect me, Include me, Collaborate, Let me lead Expand POSSIBILITIES Inspire, Broaden horizons, Connect

Other REALLY Important Frameworks

Critical Race Theory

Other impact frameworks

01 06 02 05 03 04 Trauma Informed Care Restorative Justice

ACES differences effect youth’s ability to participate in learning opportunities

6 Core Strengths of Healthy Child Development Bruce Perry at ChildTrauma.org

• 1. Attachment
• 2. Self-regulation
• 3. Affiliation
• 4. Attunement
• 5. Tolerance
• 6. Respect

Healing Centered Approach

…A healing centered approach to addressing trauma requires a different question that moves beyond “what happened to you” to “what’s right with you” and views those exposed to trauma as agents in the creation of their own well-being rather than victims

• f traumatic events.

“

Healing centered engagement:

• is explicitly political
• is culturally grounded and views healing

as the restoration of identity

• is asset driven
• supports adult providers with their
• wn healing

Strategies

Measurement tool: Benevolent Childhood Experiences (BCEs)

• Instrument designed in 2017 as a counterpart to the ACEs

questionnaire

• Designed to be multiculturally sensitive and widely applicable

regardless of background

• Participants were 101 pregnant women from varying backgrounds
• Higher levels of BCEs predicted less PTSD symptoms and SLEs,

above and beyond ACEs.

• Illuminates how favorable childhood experiences and promotive

factors may counteract long-term effects of childhood adversity

Narayan, A. J., Rivera, L. M., Bernstein, R. E., Harris, W. W., & Lieberman, A. F. (2017). Positive childhood experiences predict less psychopathology and stress in pregnant women with childhood adversity: a pilot study of the benevolent childhood experiences (BCEs)

• scale. Child abuse & neglect.

And the Methods…

YW Method: Building Community Built upon research on need for belonging and group development. Principles:

• 1. Actively involved with youth in group-building
• 2. To work to include all youth
• 3. To be mindful of issues of power, youth comfort, and the

experiences of new members

• 4. To promote cooperation over competition
• 5. Promote explicit intergroup dialouge

YW Method: Reframing Conflict Research on conflict resolution theory with components of effective approaches to conflict management. Includes focusing

• n

reframing vs. resolving; safety; emotions; relationships and modeling

Approach Distinctive Features Evidence for Effectiveness Limitations Programs Prevalence Peer Mediation Positive Behavior Support Negotiation and the Law Anti-Bias Education

YW Method: Structure and Clear Limits

Parenting Styles (Diana Baumrind) Highly responsive Low demandingness (control) PERMISSIVE AUTHORITATIVE High demandingness (control) DISENGAGED AUTHORITARIAN Low responsiveness

Research on monitoring, compliance, goals, clear messages, classroom management, teacher student relationships, responsible behavior, using contingencies

Celeste Janssen Celeste.Janssen@ educationnorthwest.org