Positive Youth Development in Belize: A Cluster-Randomised Trial of Positive Action

Autor/inn/en	Hull, Darrell M.; Fagan, Marcus A.; Powell, Marvin G.; Hinerman, Krystal M.; Näslund-Hadley, Emma I.; Hayes, DeMarquis
Titel	Positive Youth Development in Belize: A Cluster-Randomised Trial of Positive Action
Quelle	In: Educational Psychology, 41 (2021) 8, S. 1003-1023Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hull, Darrell M.) ORCID (Fagan, Marcus A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1922611
Schlagwörter	Forschungsbericht; Foreign Countries; Social Emotional Learning; Behavior Problems; Student Behavior; Peer Relationship; Substance Abuse; Violence; Moral Development; Prosocial Behavior; Self Esteem; Student Development; Program Effectiveness; Elementary School Students; Child Development; Child Behavior; Belize; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Peer-Beziehungen; Drug use; Drug consomption; Drogenkonsum; Gewalt; Moralische Entwicklung; Self-esteem; Selbstaufmerksamkeit; Kindesentwicklung
Abstract	Aggressive, violent, and disruptive behaviour among Belize youth is disproportionately high. The present study evaluated a school-based positive youth development program (Positive Action) using a clustered RCT. The aim of the study sought to examine post-treatment positive youth development competencies (i.e. social-emotional character development, peer affiliation, substance abuse and violence tendencies, moral beliefs, pro-social behaviour, and school self-esteem) in comparison to students in a randomly assigned control group of schools. Participants (n = 4575) were from 24 schools drawn at random in the Belize District with outcomes assessed for two cohorts (Standard 1-3, and Standard 4-6) of children. The intervention addressed different ecologies through teacher, counsellor, and family training along with activities to promote school-wide implementation. Positive main effects for engagement in positive behaviour were observed across primary school Standards 1-6 (ages 7-12 years), indicated by substantial explained slope and intercept variance. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01