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Feasibility and acceptability of a future‐oriented empowerment program to prevent substance use and school dropout among school‐disengaged youth
Author(s) -
Stoddard Sarah A.,
Hughesdon Kathryn,
Khan Angubeen,
Zimmerman Marc A.
Publication year - 2020
Publication title -
public health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.471
H-Index - 55
eISSN - 1525-1446
pISSN - 0737-1209
DOI - 10.1111/phn.12706
Subject(s) - youth empowerment , attendance , psychosocial , disengagement theory , empowerment , psychology , program evaluation , absenteeism , intervention (counseling) , positive youth development , medicine , clinical psychology , medical education , nursing , gerontology , psychiatry , developmental psychology , social psychology , public administration , political science , law , economics , economic growth
Abstract Objective To evaluate the feasibility and acceptability of a health promotion program to prevent school dropout and substance use among middle school‐aged youth who display early warning signs of school disengagement. Intervention Youth Empowerment Solutions for Positive Futures (YES‐PF), an intensive, theoretically driven, 5‐week summer enrichment program, aims to prevent school dropout and substance use by promoting youth empowerment, school engagement, and future orientation. Design and Sample Using a pre–post‐intervention design, we test feasibility and acceptability with 6th and 7th grade students ( n = 43) who exhibited early warning signs for school disengagement (e.g., chronic absenteeism) in two school districts. Measures Program evaluation components included: (a) program session forms completed by facilitators; (b) post‐program interviews with facilitators; (c) post‐intervention program evaluation surveys with youth; (d) attendance; and (e) baseline and post‐intervention surveys with youth to assess behavioral and psychosocial outcomes. Results Facilitators routinely delivered core component lesson activities. Acceptability and program satisfaction were evidenced in strong program attendance by youth. Youth participants reported higher levels of leadership efficacy ( p < .05) and a greater sense of control over their lives and potential problems ( p < .01). Conclusions YES‐PF was feasible and acceptable to school personnel and youth. Program refinement, based on implementation findings, is discussed.