Skip to main content

Advertisement

SpringerLink
Log in

An Evaluation of the Positive Action Program for Youth Violence Prevention: From Schools to Summer Camps

  • Published:
Child and Adolescent Social Work Journal Aims and scope Submit manuscript

Abstract

New Orleans has experienced some of the highest per capita rates of homicide in the nation. In response, the City of New Orleans developed the NOLA FOR LIFE murder reduction strategy, one aspect of which is the implementation of Positive Action, a character building program for youth. The Positive Action program has offered promising results for curbing youth violence when implemented in school-based settings. However, given the city’s mostly charter-based school system, summer camps are among the few entry points available through which to implement city-wide youth initiatives. During the 2016 summer camp session, an evaluation was conducted to determine whether incorporating the Positive Action curriculum into a 6-week summer camp results in youth experiencing positive changes in peer self-esteem, the ability to get along with others, bullying behavior, and normative beliefs about aggression. This evaluation compares youth that received the Positive Action curriculum during summer camp with those that received the traditional summer camp curriculum. A multi-method approach of quantitative pre-and post-surveys of youth and focus group interviews with camp teachers were employed. Results from the quantitative data suggest few statistically significant findings, while qualitative data suggests that Positive Action may be effective at reducing violent norms and behavior. Implications for social workers and the need for adapting school-based violence reduction interventions for non-traditional settings are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Babineau, K., Hand, D., & Rossimeier, V. (2017). The state of public education in New Orleans 2016–2017. New Orleans, LA: The Cowen Institute.

    Google Scholar 

  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.

    Article  Google Scholar 

  • Bavarian, N., Lewis, K. M., Acock, A., DuBois, D. L., Yan, Z., Vuchinich, S., Silverthorn, S., Day, J., & Flay, B. R. (2016). Effects of a school-based social–emotional and character development program on health behaviors: A matched-pair, cluster-randomized controlled trial. The Journal of Primary Prevention, 37, 87–105.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bavarian, N., Lewis, K. M., DuBois, D. L., Acock, A., Vuchinich, S., Silverthorn, N., Snyder, F. J., Day, J., Ji, P., & Flay, B. R. (2013). Using social-emotional and character development to improve academic outcomes: A matched-pair, cluster-randomized controlled trial in low-income, urban schools. Journal of School Health, 83, 771–779.

    Article  PubMed  Google Scholar 

  • Beets, M., Flay, B., Vuchinich, S., Snyder, F., Acock, A., Li, K., & Durlak, J. (2009). Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health, 99, 1438–1445.

    Article  PubMed  PubMed Central  Google Scholar 

  • Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

    Google Scholar 

  • Centers for Disease Control and Prevention. (2016, March 21). Youth violence. Centers for Disease Control and Prevention website. Retrieved June 19, 2017, from https://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html.

  • Centers for Disease Control and Prevention. (2017, March 17). FastStats. Centers for Disease Control and Prevention website. Retrieved August 14, 2017, from https://www.cdc.gov/nchs/fastats/homicide.htm.

  • Chen, X., & French, D. C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591–616.

    Article  PubMed  Google Scholar 

  • Christie, L. (2013, January 23). Most dangerous U.S. cities. CNNMoney website. Retrieved August 14, 2017, from http://money.cnn.com/gallery/real_estate/2013/01/23/dangerous-cities/5.html.

  • City of New Orleans. (2016, April). NOLA FOR LIFE: Comprehensive murder reduction strategy. New Orleans, LA: City of New Orleans.

    Google Scholar 

  • City of New Orleans Health Department. (2013). The NOLA FOR LIFE playbook: A strategic plan to prevent youth violence in New Orleans. New Orleans, LA: City of New Orleans Health Department.

    Google Scholar 

  • DuBois, D. L., Felner, R., Brand, S., Phillips, R. S. C., & Lease, A. M. (1996). Early adolescent self-esteem: A developmental-ecological framework and assessment strategy. Journal of Research on Adolescence, 6, 543–579.

    Google Scholar 

  • Farrington, D. P., & Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization. The Campbell Collaboration, 6, 1–149.

    Google Scholar 

  • Flay, B. (2014). Measurement of social-emotional and character development (SECD) in young children, and the mediating effects of SECD on outcomes of the Positive Action program. Corvallis, OR: Oregon State University.

    Google Scholar 

  • Flay, B. R., & Allred, C. G. (2003). Long-term effects of the Positive Action® program. American Journal of Health Behavior, 27, S6–S21.

    Article  PubMed  Google Scholar 

  • Flay, B. R., Graumlich, S., Segawa, E., Burns, J. L., & Holliday, M. Y. (2004). Effects of 2 prevention programs on high-risk behaviors among African American youth: A randomized trial. Archives of Pediatrics & Adolescent Medicine, 158, 377–384.

    Article  Google Scholar 

  • Frankenberg, E., Siegel-Hawley, G., & Wang, J. (2010). Choice without equity: Charter school segregation and the need for civil rights standards. Los Angeles, CA: The Civil Rights Project.

    Google Scholar 

  • Henderson, K. A., Whitaker, L. S., Bialeschki, M. D., Scanlin, M. M., & Thurber, C. (2007). Summer camp experiences: Parental perceptions of youth development outcomes. Journal of Family Issues, 28, 987–1007.

    Article  Google Scholar 

  • Huesmann, L. R., & Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408.

    Article  PubMed  Google Scholar 

  • Institute of Education Sciences. (2007, April). What works clearinghouse. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Ji, P., DuBois, D. L., & Flay, B. (2013). Social-emotional and character development scale: Development and initial validation with urban elementary school students. Journal of Research on Character Education, 9(2), 121–147.

    Google Scholar 

  • Kelk, N. (1994). Camping and outdoor activities as psychosocial interventions. Australian Social Work, 47, 37–42.

    Article  Google Scholar 

  • Kirschman, K. J. B., Roberts, M. C., Shadlow, J. O., & Pelley, T. J. (2010). An evaluation of hope following a summer camp for inner-city youth. Child & Youth Care Forum, 39, 385–396.

    Article  Google Scholar 

  • Lewis, K. M., DuBois, D. L., Bavarian, N., Acock, A., Silverthorn, N., Day, J., Ji, P., Vuchinich, S., & Flay, B. R. (2013). Effects of Positive Action on the emotional health of urban youth: A cluster-randomized trial. Journal of Adolescent Health, 53, 706–711.

    Article  Google Scholar 

  • Lewis, K. M., & Flay, B. R. (2017). The Positive Action family program: A pilot randomized trial and replication. Advances in Pediatrics, 4.

  • Lewis, K. M., Schure, M. B., Bavarian, N., DuBois, D. L., Day, J., Ji, P., … Flay, B. R. (2013). Problem behavior and urban, low-income youth: A randomized controlled trial of Positive Action in Chicago. American Journal of Preventive Medicine, 44, 622–630.

    Article  PubMed  PubMed Central  Google Scholar 

  • Li, K. K., Washburn, I., DuBois, D. L., Vuchinich, S., Ji, P., Brechling, V., Day, J., Beets, M. W., Acock, A. C., Berbaum, M., Snyder, F., & Flay, B. R. (2011). Effects of the Positive Action programme on problem behaviours in elementary school students: A matched-pair randomised control trial in Chicago. Psychology and Health, 26, 187–204.

    Article  PubMed  Google Scholar 

  • Marsee, M. A. (2008). Reactive aggression and posttraumatic stress in adolescents affected by Hurricane Katrina. Journal of Clinical Child & Adolescent Psychology, 37, 519–529.

    Article  Google Scholar 

  • Matjasko, J. L., Vivolo-Kantor, A. M., Massetti, G. M., Holland, K. M., Holt, M. K., Cruz, J. D. (2012). A systematic meta-review of evaluations of youth violence prevention programs: Common and divergent findings from 25 years of meta-analyses and systematic reviews. Aggression and Violent Behavior, 17, 540–552.

    Article  PubMed  PubMed Central  Google Scholar 

  • Merrell, K., Gueldner, B., Ross, S., & Isava, D. (2008). How effective are school bullying intervention programs: A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42.

    Article  Google Scholar 

  • Michalski, J. H., Mishna, F., Worthington, C., & Cummings, R. (2003). A multi-method impact evaluation of a therapeutic summer camp program. Child and Adolescent Social Work Journal, 20, 53–76.

    Article  Google Scholar 

  • Mihalic, S. F., & Irwin, K. (2003). Blueprints for violence prevention: From research to real-world settings—Factors influencing the successful replication of model programs. Youth Violence and Juvenile Justice, 1, 307–329.

    Article  Google Scholar 

  • Mishna, F., Michalski, J., & Cummings, R. (2002). Camps as social work interventions: Returning to our roots. Social Work with Groups, 24, 153–171.

    Article  Google Scholar 

  • Mytton, J. A., DiGuiseppi, C., Gough, D. A., Taylor, R. S., & Logan, S. (2002). School-based violence prevention programs: Systematic review of secondary prevention trials. Archives of Pediatrics & Adolescent Medicine, 156, 752–762.

    Article  Google Scholar 

  • Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449.

    Article  PubMed  Google Scholar 

  • New Orleans Police Department. (2016). Uniform crime reports. New Orleans U.C.R. reportable crimes (Vol. 2012). New Orleans, LA: New Orleans Police Department.

    Google Scholar 

  • Olweus, D. (1996). Bullying at school: Knowledge base and an effective intervention program. Annals of the New York Academy of Sciences, 794, 265–276.

    Article  Google Scholar 

  • Orpinas, P., & Frankowski, R. (2001). The aggression scale. The Journal of Early Adolescence, 21, 50–67.

    Article  Google Scholar 

  • Positive Action. (2017). Positive action. Retrieved from https://www.positiveaction.net/applications/pbis.

  • Salloum, A., & Overstreet, S. (2012). Grief and trauma intervention for children after disaster: Exploring coping skills versus trauma narration. Behavioral Research and Therapy, 50, 169–179.

    Article  Google Scholar 

  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.

    Article  Google Scholar 

  • Snyder, F., Flay, B., Vuchinich, S., Acock, A., Washburn, I., Beets, M., & Li, K. K. (2010). Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster-randomized, controlled trial. Journal of Research on Educational Effectiveness, 3, 26–55.

    Article  PubMed  PubMed Central  Google Scholar 

  • Snyder, F. J., Acock, A. C., Vuchinich, S., Beets, M. W., Washburn, I. J., & Flay, B. R. (2013). Preventing negative behaviors among elementary-school students through enhancing students’ social-emotional and character development. American Journal of Health Promotion, 28, 50–58.

    Article  PubMed  Google Scholar 

  • Snyder, F. J., Vuchinich, S., Acock, A., Washburn, I. J., & Flay, B. R. (2012). Improving elementary school quality through the use of a social-emotional and character development program: A matched-pair, cluster-randomized, controlled trial in Hawai’i. Journal of School Health, 82, 11–20.

    Article  PubMed  Google Scholar 

  • Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53.

    Article  PubMed  PubMed Central  Google Scholar 

  • Vargas, R. A., & Martin, N. (2012, December 31). Murders in New Orleans were slightly fewer in 2012 than in 2011. The Times-Picayune. Retrieved from http://www.nola.com/crime/index.ssf/2012/12/murders_in_new_orleans_were_sl.html.

  • Washburn, I. J., Acock, A., Vuchinich, S., Snyder, F., Li, K. K., Ji, P., Day, J., DuBois, D., & Flay, B. R. (2011). Effects of a social-emotional and character development program on the trajectory of behaviors associated with social-emotional and character development: Findings from three randomized trials. Prevention Science, 12, 314–323.

    Article  PubMed  Google Scholar 

  • Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33, S130–S143.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Acknowledgements

The authors thank Sean McCloskey for his technical assistance and coordination.

Data Availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

Funding

The study was funded by the City of New Orleans.

Author information

Authors and Affiliations

  1. School of Social Work, Tulane University, 127 Elk Place, New Orleans, LA, 70112, USA

    Megha M. Patel, Jessica L. Liddell & Regardt J. Ferreira

  2. Department of Social Work, University of the Free State, Bloemfontein, South Africa

    Regardt J. Ferreira

Authors
  1. Megha M. Patel
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jessica L. Liddell
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Regardt J. Ferreira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Megha M. Patel.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Patel, M.M., Liddell, J.L. & Ferreira, R.J. An Evaluation of the Positive Action Program for Youth Violence Prevention: From Schools to Summer Camps. Child Adolesc Soc Work J 35, 519–530 (2018). https://doi.org/10.1007/s10560-018-0536-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10560-018-0536-6

Keywords

Search

Navigation