積極青年發(fā)展計(jì)劃外文文獻(xiàn)翻譯2019-2020

1、積極青年發(fā)展計(jì)劃外文翻譯 2019-2020英文Positive Youth Development Programs in Low- and Middle-Income Countries: A Conceptual Framework and Systematic Review of Efficacy Richard Catalano， Martie Skinner，Gina Alvarado， etcAbstractPurposePositive youth development (PYD) has served as a framework for youth programs in

2、 high-income countries since the 1990s and has demonstrated broad behavioral health and developmental benefits. PYD programs build skills, assets, and competencies; foster youth agency; build healthy relationships; strengthen the environment; and transform systems to prepare youth for successful adu

3、lthood. The goal of this article was to systematically review the impact of PYD programs in low- and middle-income countries (LMICs).MethodsTargeted searches of knowledge repository Web sites and keyword searches of Scopus and PubMed identified over 21,500 articles and over 3,700 evaluation reports

4、published between 1990 and mid-2016. Ninety-four PYD programs with evaluations in LMICs were identified, of which 35 had at least one experimental or rigorous quasi-experimental evaluation.ResultsSixty percent of the 35 programs with rigorous evaluations demonstrated positive effects on behaviors, i

5、ncluding substance use and risky sexual activity, and/or more distal developmental outcomes, such as employment and health indicators.ConclusionsThere is promising evidence that PYD programs can be effective in LMICs; however, more rigorous examination with long-term follow-up is required to establi

6、sh if these programs offer benefits similar to those seen in higher income countries.Keywords: Intervention efficacy, Low- and middle-income countries, Positive youth developmentPositive youth development (PYD) broadly refers to childhood and adolescent developmental experiences that provide optimal

7、 preparation for the attainment of adult potential and well-being. The extensive biological growth, social development, and emotional maturation that characterize this period in life take place within a complex Web of physical and social environments that shape health, education, and developmental o

8、utcomes. Programs that promote PYD (1) support young people to gain the assets and skills they need to thrive, (2) strengthen the environmental context to better support young peoples' development, and (3) build the agency of young people so that they may positively influence their own developme

9、nt and the environments in which they live.The PYD approach was developed in response to the narrow focus on single problem behavior, often delinquency or substance use. Critiques of this approach recognized that “ problem- free ”does not mean fully prepared for a healthy adult life. Developmental a

10、nd prevention scientists as well as practitioners and policymakers reasoned that becausemany problem behaviors have common predictors, focusing on and measuring a single problem behavior may underestimate the impact of programs that alter these common antecedents.In the early 2000s, progress was mad

11、e in defining PYD constructs and in clarifying the essential components of a framework. Efforts were made to identify and measure a comprehensive list of developmental assets. As described in Table , a number of similar approaches were published, each building on the previous work. In 2004, Catalano

12、 et al published the first systematic review of PYD programs in the United States and found 24 programs with significant improvements in positive development, including academic success and reductions in smoking, drug and alcohol use, school misbehavior, aggressive behavior, violence, truancy, schoo

13、l dropout rates, and high-risk sexual behavior. These programs seek to strengthen various PYD constructs to increase positive outcomes and reduce behavioral health problems, emphasizing that all youth have strength, and with appropriate supports can become thriving adults.Rigorous evaluations of PYD

14、 programs in high-income countries have demonstrated that such programs can help young people grow and develop in positive ways in both the short and long term. Areas of positive impact include reduced behavioral health problems, improved mental and physical health, economic development, and overall

15、 well-being of adolescents, their families, and their communities. Investments in PYD translate to benefits for society by increasing young peoples' connections and contributions to civil society and through supporting successful transitions to adulthood.This article investigates the impact of P

16、YD programs in low- and middle-income countries (LMICs). Nearly 90% of the world's adolescents live in LMICs, where they experience greater early life adversities, reduced educational opportunities, and a heavier burden of disease during adolescence compared with youth in high-income countries.

17、Some approaches tested in high-income countries have been translated for use in LMICs, and the development of context-specific PYD approaches has also occurred. For example, in Hong Kong, P.A.T.H.S. used a universal curriculum delivered by trained teachers and showed significant positive outcomes fo

18、r youth reports using the Chinese PYD scale. Cross-sectional studies in LMICs have found correlations between PYD constructs and better literacy, numeracy, and the availability of human, social, financial, and physical capital to generate income. Youth with greater skills, stronger agency, and enabl

19、ing environments are more likely to do well in school, be civically engaged, and value diversity. These data provide some evidence that PYD intervention strategies work similarly in LMIC as they do in high-income countries and could effectively reduce some hardships for youth in LMICs. However, ther

20、e has been no comprehensive review of the short- and long-term effects of PYD programs in LMICs, which recently have begun to be tested in experimental studies.For the purposes of this review, a definition of PYD program characteristics was developed based on the literature, expert consultations, an

21、d key stakeholder surveys. PYD engages youth along with their families, communities, and/or governments so that youth are empowered to reach their full potential. PYD approaches build skills, assets,and competencies; foster youth agency; build healthy relationships; strengthen the environment; and t

22、ransform systems.The goal of this article was to assess the impact of PYD programs target ing youth aged 10-29 years in LMlCS by systematically reviewi ng experimental and quasi-experimental evaluations in the literature. The age range is intentionally wide to be inclusive of cultural variation in t

23、he transition from childhood to adulthood.Search strategyThis review included peer-reviewed studies and gray literature reports. To identify studies in the peer-reviewed literature, the research team selected search terms and tested combinations of these using Scopus and PubMed to identify peer-revi

24、ewed studies with evaluations of PYD programs in LMICs. The search terms were tested by seeing if they captured 10 seminal PYD evaluation articles that had been identified by a team of experts . Over 21,500 peer-review articles were identified through this keyword search. For the gray literature, ta

25、rgeted searches of knowledge repository Web sites hosted by international agencies, including the U.K. Department for International Development, the United Nations, the Inter-American Development Bank, and the World Bank, were supplemented with a survey of more than 450 donors and program implemente

26、rs in LMICs such as Save the Children and United Nations International Children's Emergency Fund. This search process identified more than 3,700 relevant reports, which were then screened in three increasingly in-depth review processesbased on title, abstract, and full text.The criteria for incl

27、usion were that studies had to (1) be published between 1990 and mid-2016; (2) be written in English, Spanish, or French; (3) include an evaluation in an LMIC; and (4) target youth between 10 and 29 years of age. In addition, to be included, a program had to address more than one PYD construct or ad

28、dress one PYD construct across multiple socialization domains (e.g., home, school, and peers). To this end, a list of relevant PYD constructs was assembled based on an integration of constructs, core concepts, the six Cs, and previous literature reviews. These constructs were then placed into one of

29、 four domains: assets, agency, contribution, and enabling environments. It was not required that program implementers or evaluators identify the program as PYD or measure the PYD constructs they intended to impact.After title and abstract screening, the full text of 1,022 articles and reports was sc

30、reened.Sixty-one published articles and 44 reports were included in the final review. These 105 studies reported on 94 different programs. Relevant variables such as program name, country, implementer, target population, program objectives and types of activities, PYD-targeted constructs, research d

31、esign, quality of statistical analyses, and outcomes were coded. An additional person reviewed 10% of the titles during the title and abstract screening processes to check for consistency in inclusion/exclusion decisions. Percent agreement ranged from 95% to 97%.Assessing rigor of evaluationOf the 9

32、4 programs identified, 35 had at least one evaluation using a rigorous experimental or quasi-experimental design. Assessment of rigor was conducted using an adapted version of the Checklist for BlueprintProgram Evaluation Criteria. Evaluations were considered rigorous if they met at least six of the

33、 following eight criteria: the study (1) used an experimental design; (2) used intent-to-treat analysis; (3) demonstrated that attrition was below 5% or unrelated to group assignment, sociodemographic characteristics, and baseline measures of the outcomes; (4) the sample was clearly described; (5) t

34、he reliability or validity of tests and measures was described; (6) the analysis was done at the proper level; (7) the analysis controlled for baseline outcome measures; and (8) demonstrated baseline equivalence between conditions. Readers interested in promising but less rigorously evaluated PYD pr

35、ograms in LMICs can access more information on those programs in the full report.Presentation of resultsResults are organized with reference to the PYD logic model depicted in Figure. For most programs, the ultimate goal is to improve one or more specific positive youth outcomes, such as education,

36、employment, or health. Our logic model illustrates that to impact their ultimate goals, programs address PYD constructs across the four domains (assets,agency, contribution, and enabling environment), which in turn lead to changes in the proximal PYD mediators.These changes are often in norms or in

37、the skills of youth and/or the adults around them. Changes in PYD mediators are then hypothesized to lead to behavior change, such as reduced substance use or increased service utilization. These behavior changes are expected to result in a range of positive outcomes for youth and their communities

38、(i.e., physical health and employment). The logic model was used to organize the presentation of results, rather than to be strictly interpreted as a mediation model becausemediation was almost never tested formally in program evaluations.Positive youth outcomesFourteen of the 35 programs evaluated

39、reported effects on positive youth outcomes related to physical and mental health, income and employment, and gender equality. Six of these also reported effects on PYD mediators (i.e., knowledge, norms, and skills) and/or behaviors (i.e., risky sexual behavior, substance use, interpersonal violence

40、). Most of these evaluations included longer term follow-ups, and two had follow-ups after many years.Two programs had limited impact on mental health. In Palestine, a universal school-based intervention known as Teaching Recovery uses cognitive behavioral therapy techniques combined with homework i

41、nvolving parents and family members to reduce the detrimental impact of war. An evaluation showed reduced posttraumatic stress disorder diagnosesbut no impact on overall symptoms and effects on other measures of distress. A program in the Democratic Republic of the Congo designed specifically for wa

42、r-affected youth combining life skills with relaxation techniques and including participation by the youth's caregiver showed improvements in emotional stability but no impact on depression or anxiety.Four programs demonstrated effects related to employment. The Yes Youth Can program in Kenya co

43、mbined school and community organization strategies. Participants reported increased likelihood of asset ownership but not income, improvements in self-efficacy, and increased perceptions of community supportiveness.Three programs designed to increase employment provided vocational training as well

44、as work-related soft skills such as communication and problem-solving. Akazi Kanoze in Rwanda demonstratedpositive effects on skills as well as employment, but effects were limited to women and those with lower income. Pro Joven in Peru increased earnings, the likelihood of employment and paid emplo

45、yment, having employer-provided health insurance and pensions over an 18-month follow-up period. Effects were strongest for females and youn ger PartiCiPa nts (aged 14-8 years). The JuVe ntud y Empleo program in the Dominican Republic included internships and demonstrated inCreased ContraCtual emPlo

46、yment, higher monthly earnings, and reduCed length of unemPloyment oVer 2 years and inCreased formal emPloyment oVer 6 years. There were no long-term imPaCts on earnings.Our searCh identified a single Program designed to imProVe PhysiCal aCtiVity and fitness. This sChool-based interVention, ACTIVITA

47、L inEcuador, included teacher-lead activities, parent workshops, and installation of a new walking trail at the school and demonstrated some impact on objective measures of physical fitness after 2 years, but no effects on screen time or body mass index.DiscussionThe conceptual framework developed f

48、or this review makes explicit the role that PYD constructs play in the logic model of many PYD programs. All programs included in this review used multiple pathways within this model, focusing on at least two, and in most casesthree or four of the general PYD domains: assets, agency, contribution, a

49、nd enabling environment. We identified promising evidence for the effectiveness of a PYD approach in influencing PYD mediators, behaviors, and positive outcomes in LMICs. However, rigorous experimental or quasi-experimental evaluations made up <40% of the evaluations that we found, and very few r

50、eported results beyond short-term outcomes. Almost all the evaluations produced mixed results with some evidence supporting positive impact and some nonsignificant findings for hypothesized outcomes.School curricula delivered in weekly sessions by trained school or project staff demonstrated some su

51、ccess in improving knowledge, attitudes, and soft skills. These programs usually included facilitated interactions and activities to support peer-to-peer involvement. Almost all programs reported impacts on PYD mediators. When skill-building was a target of the intervention, improved skills (both sp

52、ecific and general) were often reported. In a few cases, behavior and mental health outcomes were measured but were not significantly influenced.We also identified interventions designed specifically for vulnerable populations, such as women and girls and war-affected youth. However, there were no p

53、rograms designed to address several other vulnerable subgroups, including sexual minority youth and youth with disabilities who have been shown to be at elevated risk for victimization, unemployment, and poor health outcomes. The evidence we did find supports using PYD approaches with vulnerable or

54、underserved populations to reduce disparitiesin assets, agency, contribution, and enabling environments. This suggests that when disparities in PYD constructs are narrowed, disparities in positive youth outcomes such as income and health can also be reduced.A number of programs combined efforts to r

55、educe behavioral health problems (e.g., sexual or substance related) and improve gender equality, education, or employment with positive effects. Most of these programs showed some impact on PYD constructs, behavior change, and positive youth outcomes such as income, food security, or reductions in

56、child marriage. This includes two female-only programs that addressedgirls' particular disadvantages in education, employment, and control over their sexual risk.Of the programs with rigorous evaluations, the programs that intentionally targeted several related positive youth outcomes are the mo

57、st promising for larger scale implementations. Many of these programs encouraged youth engagement in the implementation of the program through creating groups, participating in decisions about topics and activities within the programs and through providing peer support. Direct involvement of young p

58、eople in developing new programs was less evident, but there is growing evidence that youth involvement in every level of decision-making could improve program outcomes.LimitationsMost systematic reviews start with a single outcome of interest or a relationship between a class of interventions and a

59、 single outcome (e.g., family-oriented programs designed to prevent violence). For this review, the search terms used to identify different PYD constructs were many and varied; a large developmental period was covered (i.e., childhood, adolescence,and young adulthood); and diverse types of interventions across a broad set of outcomes were included. As a result of this intentionally broad scope, a large number of titles were retrieved and screened. The number and complexity of search terms may have