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Asset-building and the Ontario Looking After Children (OnLAC) Project: Promoting resilient outcomes in young people in care Cynthia Vincent, Shaye Moffat, Marie-Pierre Paquet, Robert Flynn, & Robyn Marquis Centre de recherche sur les services éducatifs et communitaires Université d’Ottawa Centre for Research on Educational & Community Services University of Ottawa (cvincent@uottawa.ca)cvincent@uottawa.ca
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OUTLINE Background Developmental Assets OnLAC Project The present OnLAC study Method Results Implications for practice Discussion with audience
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DEVELOPMENTAL ASSETS Search Institute (www.search- institute.org)www.search- institute.org 40 Developmental Assets Developed from the best lessons from prevention, risk reduction, and resilience research (Scales, 1999)
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DEVELOPMENTAL ASSETS 20 External Assets: Support Empowerment Boundaries and expectations Constructive use of time 20 Internal Assets: Commitment to learning Positive values Social competencies Positive identity External Assets and Internal Assets: Offer protection Promote resilience
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The Ontario Looking After Children Project (OnLAC) Longitudinal study Mandated in all 53 local CASs since 2006 Goal: to improve the quality of out-of-home care to promote positive parenting to improve outcomes Strengths-based Supported by resilience research Outcome focused OnLAC + SAFE + PRIDE = Ontario Practice Model
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OnLAC Project LAC developed in the UK in 1987 Uses the Second Canadian Adaptation of the Assessment and Action Record (AAR-C2) Search Institute’s Developmental Assets were adapted when incorporated into AAR-C2
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METHOD Participants: (N = 713, in OnLAC yr 5) 10 - 17 years old 56% male, 44% female Mean age 14 years 85% in foster care (including kinship care) 15% in group homes 87% Crown Wards
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METHOD (continued) Measures from OnLAC AAR-C2 (and sources of data): Assets profile (CWW) Strengths and Difficulties Questionnaire - SDQ – Prosocial and Total Difficulties Scales (caregiver) Academic performance (caregiver) Self-esteem (young person in care) Relationship with female caregiver (young person) Placement satisfaction (young person) Adverse life experiences since birth (young person)
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RESULTS Percentage of sample with varying levels of developmental assets (N = 713)
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RESULTS Mean number of developmental assets, by gender 28.626.0 GENDER
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RESULTS Significant associations of developmental assets with the following outcomes: Positive correlations: Prosocial Academic performance Self-esteem Relationship with female caregiver Placement satisfaction Negative correlations: Psychological difficulties (SDQ Total Difficulties Score)
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RESULTS Net association (Betas) of predictors with SDQ Prosocial Score (N = 636) * Statistically significant association
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RESULTS Net association (Betas) of predictors with SDQ Total Difficulties Score (N = 636) * Statistically significant association
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RESULTS Net association (Betas) of predictors with Academic Performance (N = 666).34* * Statistically significant association
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RESULTS Net association (Betas) of predictors with Self-esteem (N = 676) * Statistically significant association
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RESULTS Net association (Betas) of predictors with Relationship with Female Caregiver (N = 674) * Statistically significant association
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RESULTS Net association (Betas) of predictors with Placement Satisfaction (N = 693) * Statistically significant association
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DISCUSSION Present study consistent with research: Females have more assets (mean of 29 assets) Males (mean of 26 assets) More assets = better mental health, more prosocial behaviour, better academic performance Assets offset risks 31 assets contribute to maximum protection Asset-building, combined with risk reduction, is especially effective
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IMPLICATIONS FOR PRACTICE Intervention strategies to offset risk factors: Resources to support academic achievement Positive relationships and social networks Opportunities to participate in extracurricular activities Participation in community Nurture positive self-esteem and self- identity
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IMPLICATIONS FOR PRACTICE Intervention strategies continued: Risk reduction Provide opportunities for young people to build on their strengths Identify specific assets to build into plans of care Nurture the acquisition of developmental assets Effective communication between young people, their caregivers and child welfare workers Collaboration between home, school and community
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REFERENCES Flynn, R. J., Ghazal, H., Legault, L. (2004). Looking After Children: Good Parenting, Good Outcomes, Assessment and Action Records. (Second Canadian adaptation, AAR-C2). Ottawa, ON, & London, UK: Centre for Research on community Services, University of Ottawa & Her Majesty’s Stationary Office (HMSO). Masten, A. (2006). Promoting Resilience in development: A general framework for systems of care. In R. J. Flynn, P. M. Dudding & J. G. Barber (Eds.). Promoting resilience in child welfare (pp. 3-17). Ottawa: University of Ottawa Press. Scales, P. C. (1999). Reducing risks and building developmental assets: Essential actions for promoting adolescent health. Journal of School Health. 69, 113-119. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science. 4, (1), 27-46.
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