Abstract

Aggressive, violent, and disruptive behaviour among Belize youth is disproportionately high. The present study evaluated a school-based positive youth development program (Positive Action) using a clustered RCT. The aim of the study sought to examine post-treatment positive youth development competencies (i.e. social-emotional character development, peer affiliation, substance abuse and violence tendencies, moral beliefs, pro-social behaviour, and school self-esteem) in comparison to students in a randomly assigned control group of schools. Participants (n = 4575) were from 24 schools drawn at random in the Belize District with outcomes assessed for two cohorts (Standard 1−3, and Standard 4−6) of children. The intervention addressed different ecologies through teacher, counsellor, and family training along with activities to promote school-wide implementation. Positive main effects for engagement in positive behaviour were observed across primary school Standards 1−6 (ages 7–12 years), indicated by substantial explained slope and intercept variance.

摘要

伯利兹青年的攻击性、暴力性和破坏性行为高得不成比例。本研究使用集群 RCT 评估了一项以学校为基础的积极青年发展计划（积极行动）。该研究的目的旨在检查与学生相比治疗后积极的青年发展能力（即社会情感性格发展、同伴关系、药物滥用和暴力倾向、道德信念、亲社会行为和学校自尊）在随机分配的学校对照组中。参与者 ( n = 4575) 来自伯利兹区随机抽取的 24 所学校，评估了两个队列（标准 1-3 和标准 4-6）儿童的结果。干预措施通过教师、辅导员和家庭培训以及促进全校实施的活动来解决不同的生态问题。在小学标准 1-6（7-12 岁）中观察到积极行为参与的积极主要影响，由大量解释斜率和截距方差表示。