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Effects of positive youth development programs on school, family, and community systems
Author(s) -
Durlak Joseph A.,
Taylor Rebecca D.,
Kawashima Kei,
Pachan Molly K.,
DuPre Emily P.,
Celio Christine I.,
Berger Sasha R.,
Dymnicki Allison B.,
Weissberg Roger P.
Publication year - 2007
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-007-9112-5
Subject(s) - health psychology , psychological intervention , competence (human resources) , psychology , promotion (chess) , social change , positive youth development , public health , health promotion , social competence , sustainability , behavior change , developmental psychology , social psychology , medicine , political science , nursing , psychiatry , ecology , politics , law , biology
A review of efforts at social system change in 526 universal competence‐promotion outcome studies indicated that 64% of the interventions attempted some type of microsystemic or mesosystemic change involving schools, families, or community‐based organizations in an attempt to foster developmental competencies in children and adolescents. Only 24% of the reports provided quantitative data on the change that occurred in targeted systems. However, studies containing the necessary information produced several mean effect sizes that were statistically significant, and ranged from modest to large in magnitude. These data indicate that attempts to change social systems affecting children and adolescents can be successful. Future work should measure more thoroughly the extent to which the systemic changes that are targeted through intervention are achieved, and investigate how such changes contribute to the development and sustainability of the outcomes that might be demonstrated by participants of competence‐promotion programs.