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Validity of the Resilience Youth Development Module - Internal Subscale CASP San Francisco, March 2004

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Validity of the Resilience Youth Development Module - Internal Subscale CASP San Francisco, March 2004

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    1. Validity of the Resilience Youth Development Module - Internal Subscale CASP San Francisco, March 2004 Michael Furlong Alicia Soliz Jennifer Greif

    2. CASP 2004 RYDM-Validity 2 Contact Information

    3. CASP 2004 RYDM-Validity 3 Recognitions and Thank You WestEd California Department of Education Greg Austin Bonnie Benard

    4. CASP 2004 RYDM-Validity 4 California Healthy Kids Survey Core and other modules Resilience Youth Development Module is the focus of this study Mandated in California schools Based on CSS and YRBS www.wested.org/hks

    5. CASP 2004 RYDM-Validity 5 Positive Psychology Psychological well-being + Psychopathology = comprehensive understanding of mental health (Huebner & Gilman, 2003) Constructive Human Qualities Personal control Hope Life Satisfaction (Huebner & Gilman, 2003) Positive Psychology – “scientific study of ordinary human strengths and virtues” (Sheldon & King, 2001)

    6. CASP 2004 RYDM-Validity 6 Resilience Resilience is a capacity for healthy development and successful learning innate to all people (Bernard, 1996)

    7. CASP 2004 RYDM-Validity 7 As illustrated in this framework, when young people experience home, school, community, and peer environments rich in the proven developmental supports and opportunities (also called external assets or protective factors) of caring relationships, high expectations, and opportunities for meaningful participation and contribution, they meet these developmental needs. In turn, youth naturally develop the individual characteristics (internal assets, or resilience traits) that define healthy development and successful learning—social competence, problem solving, autonomy and identity, and sense of purpose and future. These individual strengths are the natural developmental outcomes for youth who experience homes, schools, communities, and peer groups rich in the three basic developmental supports and opportunities. Moreover, these individual characteristics protect against involvement in health-risk behaviors such as alcohol, tobacco, and other drug abuse and violence AND promote successful learning. As illustrated in this framework, when young people experience home, school, community, and peer environments rich in the proven developmental supports and opportunities (also called external assets or protective factors) of caring relationships, high expectations, and opportunities for meaningful participation and contribution, they meet these developmental needs. In turn, youth naturally develop the individual characteristics (internal assets, or resilience traits) that define healthy development and successful learning—social competence, problem solving, autonomy and identity, and sense of purpose and future. These individual strengths are the natural developmental outcomes for youth who experience homes, schools, communities, and peer groups rich in the three basic developmental supports and opportunities. Moreover, these individual characteristics protect against involvement in health-risk behaviors such as alcohol, tobacco, and other drug abuse and violence AND promote successful learning.

    8. CASP 2004 RYDM-Validity 8 Purpose of Study Identify uses of RYDM Construct Validity Concurrent Validity Reliability

    9. CASP 2004 RYDM-Validity 9 Method Surveyed high school students Compared scores from Internal Assets subscales to those of ELOT and MSLSS subscales

    10. CASP 2004 RYDM-Validity 10 Participants 305 9th grade students Ethnicity 4.1% (14) Native American 1.5% (5) Native Hawaiian or Pacific Islander 1.1% (4) Asian 3.9% (13) African American 9% (31) Latino 71% (240)White or Caucasian 9.4% (32) Other 135 males, 170 females

    11. CASP 2004 RYDM-Validity 11 CHKS Resilience Youth Development Module (Internal Assets) Grades 7, 9, 11, and alternative 11 External Assets (33 survey questions) Caring Relationships High Expectations Opportunities for Meaningful Participation within school, home, community and peer groups 6 Internal Assets (18 survey questions) Cooperation and Communication Empathy Problem solving Self-Efficacy Self-Awareness Goals and Aspirations Resilience Module (all taken from wested.org) The Secondary School CHKS Youth Development and Resilience Module (grades 7,9,11, and Alternative) measures 17 assets that research has consistently and strongly linked to resilience and positive youth development. Each of the 17 asset scales is composed of 3 items. There are also five response-breaker items, for a total of 56 items. Two types of assets are assessed, 1) external assets, and 2) internal assets. 11 External assets are also considered supports and opportunities or protective factors and uses 33 survey questions. It asks students their perceptions of the existence of Caring Relationships, High Expectations, and Opportunities for Meaningful Participation in four environments- school, home, community, and peer groups. 6 Internal assets are considered positive and developmental outcomes or resilience traits and uses 18 survey questions. They measure Cooperation and Communication, Empathy, Problem Solving, Self-Efficacy, Self-awareness, and Goals and Aspirations.  Resilience Module (all taken from wested.org) The Secondary School CHKS Youth Development and Resilience Module (grades 7,9,11, and Alternative) measures 17 assets that research has consistently and strongly linked to resilience and positive youth development. Each of the 17 asset scales is composed of 3 items. There are also five response-breaker items, for a total of 56 items. Two types of assets are assessed, 1) external assets, and 2) internal assets. 11 External assets are also considered supports and opportunities or protective factors and uses 33 survey questions. It asks students their perceptions of the existence of Caring Relationships, High Expectations, and Opportunities for Meaningful Participation in four environments- school, home, community, and peer groups. 6 Internal assets are considered positive and developmental outcomes or resilience traits and uses 18 survey questions. They measure Cooperation and Communication, Empathy, Problem Solving, Self-Efficacy, Self-awareness, and Goals and Aspirations.  

    12. CASP 2004 RYDM-Validity 12 RYDM Sample Items

    13. CASP 2004 RYDM-Validity 13 MSLSS Multidimensional profile of students’ life satisfaction judgments Provide profile of children’s satisfaction with important, specific domains (school, family, friends) Assess general overall life satisfaction Used with children across grades 3-12 Total Score reliability = alpha .90 - .92 MSLSS The MSLSS was designed to provide a multidimensional profile of children’s life satisfaction judgments (Huebner, 2001). Specifically, the MSLSS was designed to (a) provide a profile of children’s satisfaction with important, specific domains (e.g., school, family, friends) in their lives; (b) assess their general overall life satisfaction; (c) be used effectively with children across a wide range of age (grades 3-12) and ability levels. Research findings suggest that the internal reliabilities all range from .70s to low .90s. Test-retest coefficients for two- and four-week time periods have also been reported (Dew, 1996; Huebner et al., 1997; Huebner & Terry, 1995) falling mostly in the .70 - .90 range (Huebner, 2001).     MSLSS The MSLSS was designed to provide a multidimensional profile of children’s life satisfaction judgments (Huebner, 2001). Specifically, the MSLSS was designed to (a) provide a profile of children’s satisfaction with important, specific domains (e.g., school, family, friends) in their lives; (b) assess their general overall life satisfaction; (c) be used effectively with children across a wide range of age (grades 3-12) and ability levels. Research findings suggest that the internal reliabilities all range from .70s to low .90s. Test-retest coefficients for two- and four-week time periods have also been reported (Dew, 1996; Huebner et al., 1997; Huebner & Terry, 1995) falling mostly in the .70 - .90 range (Huebner, 2001).    

    14. CASP 2004 RYDM-Validity 14 MSLSS Response Scale

    15. CASP 2004 RYDM-Validity 15 MSLSS Sample Items

    16. CASP 2004 RYDM-Validity 16 ELOT Extended Life Orientation Test Bidimensional measure of Optimism and Pessimism 20 items Optimism scale .53 correlation with Satisfaction with Life Scale -.42 correlation with Beck Depression Inventory Pessimism scale -.58 correlation with Satisfaction with Life Scale .56 correlation with Beck Depression Inventory

    17. CASP 2004 RYDM-Validity 17 ELOT Sample Items

    18. CASP 2004 RYDM-Validity 18 Procedures

    19. CASP 2004 RYDM-Validity 19 Survey Process Part of TUPE evaluation Administered in Health class Included demographic and tobacco use items Cases screened to include 9th graders only Cases screened for missing responses

    20. CASP 2004 RYDM-Validity 20 Research Goals

    21. CASP 2004 RYDM-Validity 21 Main Objectives CHKS required for all 7th, 9th, and 11th graders RYDM has unique strength-based assessment purpose It has been carefully developed Additional construct validity information is needed Goal to examine its concurrent validity with other strength-based scales that can be used in schools Should aid interpretation and use of the RYDM

    22. CASP 2004 RYDM-Validity 22 Results

    23. CASP 2004 RYDM-Validity 23 Analyses Examine level differences across gender and ethnicity Examine correlations among: RYDM Internal Assets Scale ELOT MSLSS

    24. CASP 2004 RYDM-Validity 24 MSLSS Scores by Ethnicity (Mean Subscale Score) -there were no significant differences between white and minority responses on any of the MSLSS subscales-there were no significant differences between white and minority responses on any of the MSLSS subscales

    25. CASP 2004 RYDM-Validity 25 MSLSS Scores by Gender (Mean Subscale Scores) There were significant differences by gender on the MSLSS subscales. Females scored higher than males on the Self-subscale, school subscale, friends subscale and family subscales.There were significant differences by gender on the MSLSS subscales. Females scored higher than males on the Self-subscale, school subscale, friends subscale and family subscales.

    26. CASP 2004 RYDM-Validity 26 MSLSS Scores by Past 30-Day Smoking Students who rated themselves as smoking within the past thirty days rated themselves as having lower scores on the Self, School, Living, and Family subscales.Students who rated themselves as smoking within the past thirty days rated themselves as having lower scores on the Self, School, Living, and Family subscales.

    27. CASP 2004 RYDM-Validity 27 ELOT Scores by Ethnicity (Range 10-70) On the ELOT, the measure of optimism and pessimism, in our sample, minority students rated themselves significantly higher on the Pessimism subscale.On the ELOT, the measure of optimism and pessimism, in our sample, minority students rated themselves significantly higher on the Pessimism subscale.

    28. CASP 2004 RYDM-Validity 28 ELOT Scores by Gender (Range 10-70) Male students scored themselves as significantly higher on the Pessimism subscale as well.Male students scored themselves as significantly higher on the Pessimism subscale as well.

    29. CASP 2004 RYDM-Validity 29 ELOT Scores by Past 30-Day Smoking And, as you might guess, those who rated themselves as smoking within the past thirty days rated themselves as significantly lower on the Optimism scale and significantly higher on the Pessimism subscale.And, as you might guess, those who rated themselves as smoking within the past thirty days rated themselves as significantly lower on the Optimism scale and significantly higher on the Pessimism subscale.

    30. CASP 2004 RYDM-Validity 30 Resilience Scores by Ethnicity Mean Item Score On the Internal Resilience module, in our sample, the only significant difference we found was that white students tended to rate themselves as higher on the Empathy subscale, however, on all of the other subscales, Cooperation, Self-Efficacy, Problem-Solving, Self-Awareness, Goals and the Total score, there were no significant differences.On the Internal Resilience module, in our sample, the only significant difference we found was that white students tended to rate themselves as higher on the Empathy subscale, however, on all of the other subscales, Cooperation, Self-Efficacy, Problem-Solving, Self-Awareness, Goals and the Total score, there were no significant differences.

    31. CASP 2004 RYDM-Validity 31 Resilience Scores by Gender Mean Item Score However, when compared by gender, the only subscale where there were no significant differences was on the Cooperation subscale. However, when compared by gender, the only subscale where there were no significant differences was on the Cooperation subscale.

    32. CASP 2004 RYDM-Validity 32 Resilience Scores by Past 30-Day Smoking And, again, those who rated themselves as Nonsmokers scored significantly higher in all of the subscales of Internal Resilience.And, again, those who rated themselves as Nonsmokers scored significantly higher in all of the subscales of Internal Resilience.

    33. CASP 2004 RYDM-Validity 33 Validity of Resilience Cooperation Subscale

    34. CASP 2004 RYDM-Validity 34 Validity of Resilience Self-Efficacy Subscale

    35. CASP 2004 RYDM-Validity 35 Validity of Resilience Empathy Subscale

    36. CASP 2004 RYDM-Validity 36 Validity of Resilience Problem-Solving Subscale

    37. CASP 2004 RYDM-Validity 37 Validity of Resilience Self-Awareness Subscale

    38. CASP 2004 RYDM-Validity 38 Validity of Resilience Goals Subscale

    39. CASP 2004 RYDM-Validity 39 Validity of Resilience Total Score

    40. CASP 2004 RYDM-Validity 40 Summary

    41. CASP 2004 RYDM-Validity 41 Summary and Implications The results of this study strongly support the concurrent validity of the RYDM Internal Assets Scale Correlations were strong across instruments in ways that would be expected. Students with high internal assets reported being more satisfied with school, family, self, and peer Students with high internal assets reported having a more optimistic reinforcement expectations

    42. CASP 2004 RYDM-Validity 42 Summary and Implications Of interest, RYDM responses were unrelated to general satisfaction with

    43. CASP 2004 RYDM-Validity 43 Study Limitations & Next Steps Sample is small and selective Need to extend this analysis to more diverse samples In addition to concurrent and construct validity studies, need to examine self-report to other external criterion such as observable behavior, parent reports, teacher reports Need to examine more closely the academic and schooling benefits of high RYDM scores over time

    44. CASP 2004 RYDM-Validity 44 Some Practical Implications Given the large normative database for California, consider using as a social-emotional assessment screener Access district or regional database for a highly relevant comparison group Develop local norms based on grade, age, ethnicity, and gender Updates occur every two years Use as a low-cost, meaningful instrument to include strength-based assessment in your work

    45. CASP 2004 RYDM-Validity 45 Thank you & Comments

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