Positive Youth Development. This report presents information available through December 31, 2001. Comparisons are made using information collected during 1993 through 2001, and other years when available. Some agencies provided information for the fiscal years July 2000–June 2001 and July 2001–June 2002. Expanding Our Focus • 2002 Scorecard Highlights 6 • New Indicators 7 • Children and Families Commission of Santa Xxxxxxx 8 • Children and Families Commission Partnerships 9
Positive Youth Development. Youth in the workforce 70 2002 Scorecard Highlights As we release Santa Xxxxxxx County’s 2002 Children’s Scorecard it seems appropriate to take a look at some of the long–term trends in the conditions of children, youth, and families. We now have data covering a considerable period of time —some for as much as ten years. All indicators must be evaluated in the context of our county’s ongoing changes in population and socioeconomic factors. The current releases of Census 2000 data provide this background and will help us assess our real progress toward Santa Xxxxxxx County’s vision for our children.
Positive Youth Development. 3) Operational policies and procedures;
Positive Youth Development. Impact of a School-Based Program” (Journal of School Health, 2011) used a quasi-experimental design that analyzed data from 159 low-income schools from 2001-2007. Outcomes were 5th grade student scores (n=13,109) on the California Healthy Kids Survey (CHKS), which was administered state-wide. Scores from students attending schools with Playworks programming were compared to scores from students attending schools without Playworks programming. After one year of exposure to Playworks, students showed statistically significant increases in the following four protective factors: problem-solving skills, meaningful participation in school, goals and aspirations, and physical activity. All four protective factors are associated with positive social and academic outcomes. With strong design and methodology (internal/external validity), outcomes associated with this evaluation can be generalized to schools with similar characteristics implementing the full Playworks program. Stanford University completed a quasi-experimental study of Playworks, “Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools” (Journal of School Health, January 2015), in six newly implementing schools all sharing similar characteristics including high poverty, high percentage of racial diversity and academic challenges. Qualitative (structured interviews and observations) and quantitative (teacher and student written surveys) data was collected in the fall and again in the spring to create a pre/post analysis. The study concluded that students felt more included, more connected to the school and their Playworks coach, had a higher sense of belonging at school and felt more physically and emotionally safe.
Positive Youth Development. It is expected that this contract where and when relevant must be consistent with the goal of USAID’s Youth in Development Policy (2012)41 to improve the capacities and enable the aspirations of youth so that they can contribute to and benefit from more stable, democratic and prosperous communities and nations. This contract must be aligned to best practices in positive youth development and the seven guiding principles described in the policy.
Positive Youth Development. (PYD): PYD is an approach that guides communities and organizations in the way that they organize services, opportunities and supports. In practice, this approach incorporates the development of skills, opportunities and authentic relationships into programs, practices and policies, so that young people reach their full potential.
