Promoting Positive Adolescent Development for At-Risk Students with a Student Assistance Program

Abstract

This study evaluated the psycho-educational small-group component of the CASPAR Youth Services Student Assistance Program with a randomized-controlled trial. Two cohorts of at-risk sixth graders from six schools in two communities were randomly assigned to intervention or control conditions and tested one and a half years later at the end of the seventh grade. A generalized estimating equations model yielded a significant intervention effect on all three composite outcome variables. The results support the effectiveness of prevention strategies aimed at promoting positive youth development and a social influence process for adolescents that creates trusting relationships as the foundation for helping youth improve key skills, exert greater control over their lives, and make informed decisions about substances. EDITOR'S STRATEGIC IMPLICATIONS: School administrators should be aware of this promising approach (pending replication) of using student assistance counselors to promote children's intrinsic motivation and potential for positive decision making.

Bicycle Helmet Wearing among Adolescents

“…Failing to wear a helmet thus might be considered part of a cluster of risk-taking behaviors that are all potential targets in an injury prevention program. Schools are increasingly reluctant to make room in the curriculum for multiple programs; thus if a single program can effectively address a number of risky behaviors, it is more likely to be welcomed by schools (70). Future research might better explore how bicycle safety in general fits with other transport-related risks.…”

Youth Work: A Systematic Map of the Research Literature

“…Studies focused on measuring outcomes related to 'sense of self' and 'relationship with others' via 3 activity domains -leisure and recreation, the creative arts and informal learning (see Table 3.9). For example, the study by Apsler et al (2006) evaluated a 'student assistance program' (SAP) that took a 'positive youth development' approach. Through the use of informal group discussions and a socially supportive space, young people were encouraged to develop meaningful and trusted relationships with SAP counsellors and their peers, and to develop critical thinking skills that would improve their decision-making skills, including making informed choices about the use of substances.…”

Body Art Education

“…To achieve behavior change, avoid education that raises fear or frightens the student (Armstrong & McConnell, 1994a, 1994b; Armstrong et al, 2008; Wight & Abraham, 2000). Consistent health promotion messages support positive development rather than instruction that focuses on risks and or complications (Apsler, Formica, Fraster, & McMahan, 2006). This is an important concept hopefully threaded throughout any information about body art as the topic evokes many subjective thoughts.…”

“…It is the older person speaking with experience and they do not have that yet. Thus, developing positive student decision making means promoting many different ideas and thoughts to assist the students believe they have control over their lives (Apsler et al, 2006). Some age-appropriate strategies could be included such as applying some of the developmental tasks of childhood and adolescence to body art situations.…”