A Multi-Stage Longitudinal Comparative Design Stage II Evaluation of the Changing Lives Program: The Life Course Interview (RDA-LCI)

Autor/inn/en	Arango, Lisa Lewis; Kurtines, William M.; Montgomery, Marilyn J.; Ritchie, Rachel
Titel	A Multi-Stage Longitudinal Comparative Design Stage II Evaluation of the Changing Lives Program: The Life Course Interview (RDA-LCI)
Quelle	In: Journal of Adolescent Research, 23 (2008) 3, S.310-341 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558408314381
Schlagwörter	Quasiexperimental Design; Intervention; Research Methodology; Validity; Adolescents; Statistical Analysis; Psychometrics; Longitudinal Studies; Evaluation Methods; Reliability; Self Concept; Program Evaluation; Youth Programs; Youth Problems + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Gültigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Statistische Analyse; Psychometry; Psychometrie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reliabilität; Selbstkonzept; Programme evaluation; Programmevaluation; Jugendsofortprogramm
Abstract	The study reported in this article, a Multi-Stage Longitudinal Comparative Design Stage II evaluation conducted as a planned preliminary efficacy evaluation (psychometric evaluation of measures, short-term controlled outcome studies, etc.) of the Changing Lives Program (CLP), provided evidence for the reliability and validity of the qualitative measures under development as well as the utility of unifying qualitative (e.g., open coding, theoretical sampling/ saturation, etc.) and quantitative (e.g., quasi-experimental designs, advanced statistical analysis, psychometric analysis, etc.) research methods and procedures for evaluating intervention programs. Specifically, when analyzed using Relational Data Analysis, response data from the Life Course Interview yielded theoretically meaningful categories with robust levels of reliability and concurrent (external) validity. Additionally, the pattern of qualitative change for participants in the intervention condition, the CLP, were found to be positive, significant, and in the hypothesized direction relative to the comparison group, providing support for the feasibility of creating evidence-based youth development programs for promoting positive development in self and identity in troubled youth. (Contains 2 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10