Integrating positive youth development and clinical care to enhance high school achievement for young people of color. Issue 1 (21st March 2016)

• Record Type: Journal Article
• Authors: Parchment, Tyrone Morris; Jones, Jayson; Del-Villar, Zoila; Small, Latoya; McKay, Mary
• Editors: Macintyre, Anna
• Is Part Of: Journal of public mental health. Volume 15:Issue 1(2016)
• Page Start: 50
• Page End: 62
• Publication Date: 2016-03-21
• Subjects: Youth -- Life skills -- Black/Latino -- High school achievement -- Mental health support -- Positive youth development; Mental health promotion -- Periodicals; 362.2
• DOI: 10.1108/JPMH-08-2015-0038
• Languages: English
• ISSNs: 1746-5729

Abstract

Abstract : Purpose: – High school completion is one of the strongest predictors of health and well-being. There is increased public attention on the challenges faced by young people of color and educational achievement. In particular, young men of color must navigate myriad stressors which often undermine their mental health, as well as their academic performance, including likelihood of graduation from high school that fare worse in academic outcomes than their female counterparts. The purpose of this paper is to examine the role of Step-Up, a positive youth development and mental health promotion program, created in collaboration with young people of color on their high school achievement as measured by grade point average (GPA). Design/methodology/approach: – This exploratory pre-post study employed multivariate analysis of data drawn from a sample of 212 youth of color to examine student's GPA before their involvement in Step-Up and the number of Step-Up groups they attend in the first year could improve their high school achievement. Findings: – Results revealed an association between students participation in Step-Up, specifically having at least ten life skills group contacts, and significant increases in GPA. Research limitations/implications: – High school achievement is measured by GPA, which might not be a clear indication of achievement since grades are not truly comparable across schools. The exploratory pre-post research design of this study, and the lack of control group, limits any references to causality but the descriptive changes in GPA demonstrate a statistical significance of Step-Up group participation and improved high school achievement. A potential next step is to design an experimental study that includes psychosocial and developmental mechanisms while examining the treatment effect of Step-Up vs students receiving standard of care. Practical implications: – Programs that aid young people of color in increasing their GPA should acknowledge the multitude of stressors that youth in urban environments encounter by creating interventions targeting multiple ecological contexts. These preliminary analyses suggest how programmatic supports that are collaboratively designed with youth, such as Step-Up, may yield promising results in improving young people of color high school achievement. Social implications: – To better serve adolescents experiencing serious academic and behavioral health challenges, there needs to be programs that offer intensive, short-term mental health support in school settings. Given the widespread risk factors that adolescents and particularly young men of color are facing, Step-Up is informed by both the developmental assets framework and the social development model and aims to provide youth with opportunities for prosocial interactions and additional resources to combat multiple stressors. Since successful completion of high school is associated with better outcomes as young people transition to adulthood, programs that are developmentally timed to allow for an optimal protective factor during the high school years is necessary. Originality/value: – This research contributes to the knowledge base of the importance of providing mental health supports in school settings and may contribute to studies examining the academic achievement of young people of color in school settings.