AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES

At-risk youth and extracurricular activities: Do specific informational sessions change attitudes? Sara Goldman Portland State University Intern at Delayed Expulsion School Counseling Center Portland, Oregon

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES

Abstract: The students served by the Delayed Expulsion School Counseling Center (DESCC) are at risk students. They have been expelled from their school for various behaviors, most often either violence or drug related. They are frequently from poverty stricken families. Theses students are at risk of dropping out, further drug use, continued violence, gang involvement, teen pregnancy and a host of other issues. DESCC students are generally uninvolved with positive extra-curricular activities. The purpose of this project was to discover if specific informative sessions could change attitudes about extracurricular activities. Students involved in healthy pro-social extracurricular activities are less likely to engage in four different patterns of high-risk behavior, including problem alcohol use, violence, illicit drug use, and sexual activity. By informing students about healthy extracurricular activities, it was hoped they might begin to connect to these activities. Participants engaged in a short lesson discussing local possibilities for involvement. They were assessed before and after the lesson to discover attitudes prior to learning and post learning. Results from these assessments indicate this population responded positively to the information and attitudes did indeed change.

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Study Population Students who come to the Delayed Expulsion School Counseling Center (DESCC) are at the highest level of discipline for Portland Public Schools before expulsion. DESCC is a district alternative to expulsion program. Students are referred to the program for behaviors and choices such as violent actions, alcohol and drug violations, and/or other chronic behaviors. Often these students carry with them many other issues including poverty, homelessness, family estrangement, and dysfunction, mental health and addiction issues. These barriers manifest as poor attitudes about schools, lack of trust in adults, and feeling disconnected from the community. These students frequently turn to their peers for a feeling of community. The issue is that their peers are making the same choices and displaying the same behaviors that landed the student at DESCC. These students are considered to be "at-risk" students who are at greater risk of delinquency (Tolan & Guerra, 1994), violence (Howard & Jenson, 1999), alcohol and drug abuse (Jenson, 2004), school failure and drop out (Richman, Bowen, & Woolley, 2004) and early and unwanted pregnancy (Franklin, Corcoran, & Harris, 2004).

Study Rationale This research explores whether exposing these at-risk students to information about free and low cost teen activities might change their attitudes about community based extra curricular activities. It is well known that

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES participation in extracurricular activities is a predictor of resilience and academic success (Zaff, et al, 2003; Young, Helton, & Whitley, 1997) According to school administration, the population of students at DESCC is generally not involved with extra curricular activities. Students also seem have limited knowledge about the extra curricular activities that are available to them in their community. This was

apparent when students answered the pre-test question: What kind of activities are there for teens in your neighborhood? It was hypothesized that through an interactive informative lesson, students would engage in learning about extra curricular activities and perhaps become excited about participating in one.

Adolescent Risk Factors Adolescence is a time of change and growth. For all students, and especially for at risk students, negative behaviors during adolescence are reliable predictors of substance use, criminality, and police arrests in adulthood. (Veronneau, 2010) Adolescents need support, and one way or another they will find the support and community they need. If they are without guidance and support in school, at home and in the community at large, they will find belonging within gangs or with their peers. (Young, Helton, & Whitley, 1997) As found by the Conduct Problems Prevention Research Group, the number of children and youth involved in antisocial behavior is increasing. (2002) When children and youth engage in antisocial behavior, they can face rejection from peers and teachers and become even less involved in their community and schools. (Mahoney, 2000) If no interventions are performed, or if the interventions are unsuccessful, the problems

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES unsupported at risk adolescents are likely to experience are delinquency (Tolan & Guerra, 1994), violence (Howard & Jenson, 1999), alcohol and drug abuse (Jenson, 2004), school failure (Richman, Bowen, & Woolley, 2004) and early and unwanted pregnancy (Franklin, Corcoran, & Harris, 2004).

Resilience in Adolescence For children in modern American society, there have been increases in child poverty, drug use, violence, and abuse; declines in academic performance; and fundamental changes (for the worse) in discipline and social behavior. (Condly, 2006, p. 219) Despite the challenges presented to modern day children, most survive and many of them succeed and even thrive in their environments. Those individuals are resilient. Resilience can be thought of as the ability to thrive in the face of obstacles or adverse circumstances. (Gordon, 1996) According to Garmezy (1991) there are three factors involved in resilience. The first refers to the intelligence and temperament of the individual. The second concerns the family and how supportive they are for the individual. The third, and the focus of this project, deals with the external support the individual and the family receives from persons and institutions. In fact, this third factor is indispensable for the development of childhood resilience. (Condly, 2006, p. 223) Resilience can be predicted by several factors including bonding to important adults, lower levels of parental discord, fewer adverse life events, involvement in extracurricular activities, and being less involved with delinquent peers. (Tiet, Huizinga, & Byrnes, 2010) Further, these researchers found a positive feedback loop

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES wherein resilience begets yet more resilience. Indeed, Chew, et al (2010) found the same feedback loop was true for negative behaviors; that is, students who lack community involvement and school involvement are much more likely to exhibit risky behaviors and be involved in substance abuse.

Extracurricular activities and Resilience Participation in structured extracurricular activities is a factor in creating resilience and the positive feedback loop associated with resilience. Involvement in extra-curricular activities has been shown to enhance school performance and socio-emotional growth. (Young, Helton, & Whitley, 1997) There are a number of positive associations between participation in extra-curricular activities and academic achievement (Zaff, et al, 2003), pro-social behavior (Zaff, et al, 2003), social adjustment (Mahoney, 2000), low rates of criminal arrest (Mahoney, 2000), and high school completion (Mahoney, 2000). Conversely, the more time students spend in unstructured, unsupervised activities, the more likely they are to have negative academic and behavioral outcomes (Gilman, Meyers, & Perez, 2004). Another benefit of extra-curricular activity involvement is a sense of belonging in a productive social network (Holland & Andre, 1987). At risk students can particularly benefit from this positive involvement as participation in structured extra-curricular activities has the potential to dramatically change the dynamics of the at risk students social networks. (Mahoney, 2000). The at risk student involved with a delinquent social network is more likely to experience incarceration,

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES

substance abuse and school drop-out (Mahoney, 2000) and students who are at high risk for suicide and school drop out are likely not affiliated with any social network (Mazza & Eggert, 2001). Structured extra-curricular activities give the student an opportunity to interact and bond with competent adults. This outside the family support can increase resilience in the child (Garmezy, 1991). And lastly, participation provides the opportunity for students to develop skills and new interests based on personal strengths (Mahoney & Cairns, 1997). There is much evidence to support the idea that involvement in structured extracurricular activities has the potential to improve mental health outcomes as well as personal and academic outcomes, especially for at risk students (e.g., Mahoney & Cairns, 1997; Condly, 2006). Involving at risk students in the activity of their own choice could positively influence the outcomes for those students, including improved school performance, graduation, life satisfaction, and school involvement (Gilman, Meyers, & Perez, 2004).

Choosing to be involved A nationally representative sample of adolescent students found that 52% of teens wish there were more structured after-school activities in their communities (YMCA of USA, 2000). Adolescents who choose their own structured extra curricular activity build a positive sense of self by following their own interests and discovering their own talents, creating an increased sense of self worth and self efficacy (NRCIM, 2000). According to the National Research Council and Institute of

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES Medicine, the apparent positive effects of extra-curricular activities are linked with time use, skill acquisition, engagement with school and community, and positive relationships with adults. Extra curricular activities also give youth a safe place to be during the high-risk non-school hours. They engage in positive activities instead of with their deviant peers (Zaff et al, 2003).

Limitations to the research thus far There are, of course, limitations to the research concerning the positive effects of extra curricular activities. Much of the research is not longitudinal, which begs the question of correlation vs. causation. Also, in much of the research, all extracurricular activities are evaluated as equal, regardless of type. This means an academic club is accounted for in the same way as a sport club or team. There also is, unsurprisingly, a point at which too many extracurricular activities detract from school success. (Cooper et al., 1999)

Methodology At some point during the three weeks students spend at DESCC, they participate in a 30 minute lesson about free, low cost, pro-social extracurricular activities in the community. Before the lesson begins, they are given a pre-test. They are told that the pre-test is anonymous and they are asked to be as honest as possible. After the pre-assessments are collected, there is a discussion about how when the students come to DESCC, they are often asked to change behaviors. More often than not, they are asked to give some sort of behavior up: for example, all

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES students are asked to sign a "no use" contract when they come to DESCC. Many

students come to DESCC because of a drug or alcohol school policy violation. As part of their agreement of coming to DESCC and further, being reinstated at their home school, it is expected that they give up using drugs and alcohol. For some students this means that they are giving up a substantial element of their leisure activities. Other students are asked to give up a major component of the way they relate to adults: insubordination or violent vocabulary for example. The lesson is presented as a forum for the students to learn about new things they can do to fill the time of the behaviors they have given up. They are asked to name three sober activities they participate in outside of school. The body of the lesson is dissemination of information about various activities. The students receive information about the Multnomah County library Teen Lounges, a Free Geek program in which volunteer time is exchanged for a computer, the Portland Art Museum (free for under 17 year olds), and the Teen Force program with Portland Parks and Recreation. The students are asked to look through the Teen Force activity catalogue and find the community center closest to their home. They are then asked to find an activity they might be interested in doing. The students are encouraged to ask questions and talk about their own previous experiences with any of the activities discussed. The students get to keep a copy of all the information. To close the lesson, the students are asked to fill out an anonymous post assessment. Again, they are asked to be as honest as possible.

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES Results Would you ever go to your community center? Group 1 N=13 Pre-test Post-test 4 = 31% 10 =77% 9 =69% 3 =23% Yes No

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Group 2 N=10 Pre-test Post-test

Yes

No

Maybe (write in)

2 = 20% 5 =50%

7=70% 3=30%

1=10% 2 =20%

Group 3 N=15 Pre-test Post-test

Yes

No

Maybe (write in)

5 =33% 10 =67%

10 = 67% 3 =20% 2 =13%

Group Total N=38 Pre-test Post-test

Yes

No

Maybe (write in)

11 =29% 25 =66%

26 =68.5 % 9 =23.5%

1 =2.5% 4 =10.5

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES Each group showed a positive attitude change towards the community center.

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Overall, there was an increase of 37% in students who would consider going to the community center. As the convention is that a 25% improvement or greater represents a clinically significant difference, an increase of 37% is statistically significant. The students were also given an opportunity on the pre-test to say what kind of activities they knew about for teens in their own neighborhoods. The community centers were never mentioned. The most often given answers included sports, skating, video games, drinking and smoking, hanging out with family and friends, and going shopping. Some students did mention the Boys and Girls clubs. It was very apparent that some of the students were very excited to know about different possibilities. After the lesson, students would seek me out to find out how they could get registered for various classes.

Implications It appears that when students are given information, attitude change can occur. The students responded well to the information and were very interested in some of the activities. The students actively participated in the lesson. Many students spoke with their counselor or the Graduate intern about how they could register for an activity. Scholarships were procured for at least six students by DESCC staff. On the post assessment, 29 students answered yes to the question, Did any of the activities you heard about sound interesting to you? while only 9 answered no. When asked a question which calls for slightly more commitment:

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Would you go to any of the events you heard about? 23 students answered yes, 14 no, and one wrote in maybe if bored. Yes Did any of the activities you heard about sound interesting to you? Would you go to any of the 23 events you heard about? 14 *1 maybe if bored 29 No 9

This data seems very encouraging. It should also be noted all but 10 students out of the 38 who participated wrote in at least one activity when asked the follow up question, If you would go, which ones? If you wouldnt, why not? The students asked lots of questions and were very animated during the discussion about the Free Geek program and the Teen Force program. The Teen Lounges at the library and the Portland Art Museum were not as well received. If there had been access to an overhead projector and the Internet in the classroom, an interactive presentation on the museum may have piqued more interest.

Recommendations for further research It is highly recommended to track these students further. Further research could be utilized to discover if attitude changes translate into behavior changes. If the attitude change does not translate into behavior change, what are the barriers to change?

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As the study population was so specific, it is difficult to say that these results would be generalizable. The results would be generalizable to other at risk students, but the general population would most likely have different implications. However, schools with a high at risk student population might find this information useful.

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References: Anthony, E. K., Alter, C. F., & Jenson, J. M. (2009). Development of a Risk and ResilienceBased Out-of-School Time Program for Children and Youths. Social Work, 54(1), 45-55. Chew, W., Osseck, J., Raygor, D., Eldridge-Houser, J., & Cox, C. (2010). Developmental Assets: Profile of Youth in a Juvenile Justice Facility. Journal of School Health, 80(2), 66-72. Condly, S. J. (2006). Resilience in Children: A Review of Literature with Implications for Education. Urban Education, 41(3), 211-236. Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the fast track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology. 30, 19-35. Cooper, H., Valentine, J.C., Nye, B., & Lindsay, J.J. (1999). Relationships between five afterschool activities and academic achievement. Journal of Educational Psychology, 91, 369 378. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action. Second Edition. Franklin, C., Corcoran, J., & Harris, M.B. (2004). Risk and protective factors for adolescent pregnancy. M.W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (2nd ed., 281-313). Washington, DC: NASW Press Garmezy, N. (1991). Resilience in childrens adaptation to negative life events and stressed environments. Pediatric Annals, 20(9), 459-466 Gilman, R., Meyers, J., & Perez, L. (2004). Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41(1). Gordon, K. A. (1996). Resilient Hispanic youths self-concept and motivational patterns. Hispanic Journal of Behavioral Sciences, 18(1), 63-73. Holland, A.., & Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57, 437-466 Howard, M.O., & Jenson, J.M. (1999). Causes of youth violence. J.M. Jenson & M.O. Howard (Eds.), Youth Violence. Current research and recent practice innovations (19-42). Washington DC: NASW Press Jenson, J.M. (2004). Risk and protective factors for alcohol and other drug use in adolescents. M.W. Fraser (Ed.). Risk and resilience in childhood: An ecological perspective (2nd ed., 183-208). Washington, DC: NASW Press Mahoney, J.L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patters. Child Development, 71, 502-516 Mahoney, J.L., & Cairns, R.B. (1997). Do extracurricular activities protect against early school drop out? Developmental Psychology, 33, 241-253. Mahoney, J.L., Cairns, R.B., & Farmer, T.W. (2003). Promoting Interpersonal Competence and Educational Success Though Extracurricular Activity Participation. Journal of Educational Psychology, 95, 409-418

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Mazza, J.J., & Eggert, L.L. (2001) Activity involvement among suicidal and nonsuicidal highrisk and typical adolescents. Suicide and life Threatening Behavior, 31, 265-281 National Research Council and Institute of Medicine. (2002). After-school programs to promote child and adolescent development: Summary of a workshop. Committee on Community Level Programs for Youth. J.A. Grootman (Ed.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Richman, J. M., Bowen, G.L., & Woolley, M.E. (2004). School Failure: An eco-interactional developmental perspective. M.W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (2nd ed., 133-160). Washington, DC: NASW Press Tiet, Q. Q., Huizinga, D., & Byrnes, H. F. (2010). Predictors of Resilience among Inner City Youths. Journal of Child and Family Studies, 19(3), 360-378. Tolan, P.H., & Guerra, N.G. (1994). Prevention and delinquency: Current status and issues. Applied & Preventative Psychology, 3, 251-273. Vronneau, M. H. & Dishion, T. (2010). Predicting change in early adolescent problem behavior in the middle school years: a mesosystemic perspective on parenting and peer expectations. Journal of Abnormal Child Psychology, 38, 1125-1137. Young, B. N., Helton, C., & Whitley, M. E. (1997). Impact of School-Related, CommunityBased, and Parental-Involvement Activities on Achievement of At-Risk Youth in the High School Setting. YMCA of the USA. (2000). After school for Americas Teens: A national survey of teen attitudes and behaviors in the hours after school, Chicago, IL: Author. Zaff, J.F., Moore, K.A., Papillo, A.R., Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research,18(6), 599-630.

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Appendix PRE TEST 1.) What kind of things do you do for fun outside of school?

2.) What kind of activities are there for teens in your neighborhood?

3.) Would you ever go to your local community center?

Yes

No

POST TEST 1.) Would you ever go to your local community center? Yes No

2.) Did any of the activities you heard about sound interesting to you?

3.) Would you go to any of the events you heard about?

4.) If you would go, which ones? If you wouldnt go, why not?

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The Portland Art Museum, located at 1219 SW Park Avenue, is roughly 12 blocks south of West Burnside Street and nine blocks west of the Willamette River. (Park Avenue is the same as 9th Avenue). The Museum is bounded by SW Park Avenue to the east, 10th Avenue to the west, Jefferson Street to the south, and Main Street to the north. The Portland Business Alliance has installed way-finding signs which direct you to the cultural district, where the Museum is located.

The Portland Art Museum is ALWAYS FREE for teens under 17 years old. Hours: Monday: CLOSED Tuesday: 10am to 5pm Wednesday: 10am to 5pm Thursday: 10am to 8pm Friday: 10am to 8pm Saturday: 10am to 5pm Sunday: 12pm to 5pm

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FREE COMPUTERS!!!!
Free Geek 1731 SE 10th Avenue Portland, OR 97214 503-232-9350 Tuesday-Saturday 10:00am to 6:00pm Sunday-Monday CLOSED

The Adoption Program

Free Geek receives donated used computers from the public and Build volunteers refurbish them with care. These computers are then adopted out to volunteers in exchange for 24 hours of volunteerism to our Adoption volunteers. Volunteers in the Adoption Program disassemble computers for recycling help receive computer equipment from donors test basic computer components help keep our facility clean Volunteer tasks in the Adoption Program can accommodate a wide range of abilities well work with you to make sure you can spend the time necessary to earn your computer. No computer experience is required to participate in the program. When you complete your 24 hours of volunteer service, youll sign up for a basic class on how to use your computer. At the conclusion of the class, youll take your new-to-you computer home. Adoption volunteers must take the class in order to receive tech support. Adoption Volunteers take home computers fitting these specifications. 3000 3800 MHz Single-Core Processor 1 GB RAM 80-120 GB harddrive DVD-ROM/CD-RW optical drive onboard or VGA video card onboard or PCI sound card onboard or PCI ethernet card Free Geek computers are loaded with the Ubuntu operating system and other Free and Open Source Software. FreekBox computers come with a wide range of software installed but are primarily designed for word processing and internet use. How to Volunteer All volunteering starts with a tour! We offer 30-45 minute tours at 11:00 AM and 4:00 pm Tuesday through Saturday. We also offer tours in Spanish at 2 PM on Saturdays. Come 5-10 minutes early to fill out an Application and read our Volunteer Orientation Packet and General Conduct Guidelines. Restrictions Individuals under the age of 16 must have an adult with them while volunteering. Individuals who do not speak English must be accompanied by a translator. Individuals who are not legally able to be around children cannot volunteer at FreeGeek.

AT-RISK YOUTH AND EXTRACURRICULAR ACTIVITIES Individuals with restraining orders against them may not be able to volunteer at Free Geek, depending on the situation. Please ask a staff person about this.

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What's a Teen Lounge? A place to hang out with friends, surf the Internet, play games, eat, listen to music, and get your homework done. The Holgate library even has a Wii! Teen Lounges are at the following libraries. Call to make sure the times are correct!! Holgate Library 7905 SE Holgate Blvd 503.988.5389 Tuesdays from 3:30 - 5:30 Rockwood Library 17917 S.E. Stark Street 503.988.5396 Tuesdays from 3:30 -5:30 St. Johns Library 7510 N. Charleston Ave 503.988.5397 Wednesdays from 2:45-5:45 North Portland Library 12 N. Killingsworth St. 503.988.5394 Wednesdays AND Fridays 3:30 to 5:30 Gregory Heights Library 7921 N.E. Sandy Boulevard 503.988.5386 Thursdays 3:305:30 Midland Library 805 S.E. 122nd Avenue 503.988.5392 Mondays 4:00-6:00

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